1 




COPYRIGHT DEPOSIT. 



V 



PHYSICAL EDUCATION COMPLETE 



PHYSICAL EDUCATION 
COMPLETE 

FOR 

SCHOOLS AND 
PLAYGROUNDS 




I 

By 

LAVINIA HENDEY KAULL 

Direcftor of Physical Education, Elementary Schools, Sacramento, California 

1910-1913 Direcftor Physical Education, State Normal School 
Chico, California 



COPYRIGHT 191S 
BY 

LAVINIA HENDEY KAULL 



NEWS PUBLISHING COMPANY, 
Sacramento, California. 

FE8 -5 i9l5©CI,A391595 

1i f ■ ; 



Ml^oBt brltrf l)as almagH brrii 

in uiljnkBomp play nnh 
tl}t grpat, miht ont-of-hacivs, 
for all rl|tl^r?n. 
tl|ta bnok 
is 



PREFACE 



This book contains material for a complete course of study in Physical Ed- 
ucation adapted to the needs of the Elementary Schools. 

It offers nothing theoretical or fanciful, but is a practical, reliable guide 
and help to teachers, one based on experience in the schoolroom and demon- 
strated on the playground. 

Its purpose is to give to Normal School Students and Teachers a PRAC- 
TICAL knowledge of Physical Education of the present time, one that will 
enable them to introduce and carry on the work in both rural and city schools. 

The principal claims for consideration are : 

1. It covers the needs of all Elementary Schools, both Rural and City. ■ 

2. It suggests and advocates only plain, practical and durable equip- 
ment, Avhich the local carpenter can design and erect, 

3. Its methods are all workable. 

4. It seeks the health, happiness and well being of the children, AND 

5. It tells the teacher how to secure these ends. 

6. It combines all things needful in ONE BOOK which furnishes to the 
busy instructor the help of most Avorth. 

It includes : 

1. A Brief History of the Playground IMovement in Germany, Eng- 
land and the United States. 

2. Instruction in the Organization and Supervision of School Play- 
grounds, with suggestions for building and cost of simple appa- 
ratus. 

3. Instruction in Gymnastics, with lessons for every grade. 

4. Games and Folk Dances. 

5. Suggestions to the Story Teller and a List of Stories for Elemen- 
tary Schools. 

6. Definite instructions in First Aid to the Injured and the Physical 
Care of Children in the Schoolroom and on the Playground. 

In all cases care has been exercised to select the Games and Folk Dances 
that have been found to be of use in all schools and only those that have proved 
the most popular with the children. The descriptions, classifications and ar- 
rangements have been made with the idea of simplicity constantly in mind, 
thus hoping to interest the novice as well as to assist those who have enjoyed 
some special training in this happy work and to secure for the children the 
greatest playing value and physical usefulness. 

LAVINIA H. KAULL 



CONTENTS 



CHAPTER I— SCHOOL PLAYGROUNDS 11-28 

A Brief History of the Playground Movement. 

Organization of School Playgrounds : 

Division of Grounds; Classification of Children; Fuiiction and 
Purpose of Play and Athletics; School Athletic Associations^ 
Recess and Noon Periods; Length of Time for a Game; Decora- 
tion of School Playgrounds; Rural School Conditions. 

Equipment for School Playgrounds: 

Estimates for Building Sand Bins, Teeters, Plorizontal Bars, 
Swings, Volley Ball Courts, Basket Ball Courts and Slides; 
Rainy Day Apparatus; Lockers, Surface for Athletic Fields. 

Supervision of School Playgrounds: 

The Teacher as a Play Leader; Wh.y Supervision is Necessary; 
A Teacher's Personal Methods; General and Social Ends to be 
Secured; Competition; Control of Apparatus. 

CHAPTER II— SWEDISH GYMNASTICS 29-42 

Why We Give Gymnastics; Rules for Teaching Gymnastics; The 
Day's Order; Analysis of the Day's Order; Rhythm Training; Cor- 
rect Sitting, Standing and Walking. Descriptions and Illustrations 
of Some of the Simple Gymnastic Positions, 

CHAPTER III— GYMNASTIC LESSONS FOR PRIMARY GRADES. . . .43-81 
Imagination Plays, Gymnastic Stories and Lessons for Grade I; 
Gymnastic Lessons for Grades III, IV and V. 

CHAPTER IV— GYMNASTIC LESSONS FOR GRAMMAR GRADES. .85-118 
Twenty Lessons in Gymnastics for Grades VI, VII and VIII. 

CHAPTER V— GAMES FOR THE SCHOOL ROOM AND PLAYGROUND 

FOR ALL GRADES 119-172 

Indoor and Outdoor Games for All Grades, Including Rules for 
Volley Ball, Captain Ball, German Bat Ball, Playground Base Ball, 
Soccer Foot Ball and Tennis. 



CHAPTER VI— S ELECTED FOLK DANCES FOR ELE:\[ENTARY 

SCHOOLS 173-202 

Music and Descriptions for the Following Dances : Chimes of Dun- 
kirk, Danish Dance of Greeting, Shoemakers' Dance, Tantoli, Alpine 
Snow-Flake Dance, Picking, Finnish Reel, Norwegian ^lountain 
March, Swedish Schottische, Komarno, Highland Schot ische, 
Crested Hen and Bounding Heart. 



CONTENTS (Continued) 



CHAPTER VII— STORY TELLING AND STORY LISTS FOR ELEMEN- 
TARY SCHOOLS.... 208-214 

CHAPTER VIII— FIRST AID TO TITE INJURED 215-244 

General Rules to be Observed in Case of Sickness or Accident; 
Some Things to be Remembered; Precautions; First Aid Outfit for 
Schools; Bandages and How to Apply; Fractures and Their Treat- 
ment ; Circulation ; Control of Hemorrhage ; Pressure Points ; Heal- 
ing of AVounds; Different Kinds of AVounds ; Shock; Heat and 
Cold; Respiration; Gas Poisoning; Rescue and Resuscitation of 
DroAvning Persons; How to Locate Bodies Lost in the Water; To 
Rescue From: Fire; To Extinguish Fires; To Extinguish Burning 
Clothing ; Electricity ; Emergencies ; Methods of Transporting the 
Sick and Injured ; Outline of First Aid Course for Grammar Schools. 

CHAPTER IX— TPIE PHYSICAL CARE OF CHILDREN IN THE SCHOOL 

ROOM AND ON THE PLAYGROUND 245-272 

Health Records and Suggestions for Filling Out ; Defective Feet ; 
Correct Shoes; Defects of the Nose, Throat and Ear; Defective 
E,yes; Defective Teeth. 
Contagious Diseases: 

Chicken Pox 

Diphtheria 

Erysipelas 

German Measles 

La Grippe 

Measles 

Mumps 

Small Pox 

AVhooping Cough 

Contagious Eye and Skin Diseases: 
Pink Eye 

Diphtheria of the Eyes 

Trachoma 

Pediculosis 

Scabies 

Impetigo 

Pulse, Temperature and Respiration; Helpful Hints for Teachers: 
Health of the Teacher. 



^1 



CHAPTER I 



School Playgrounds 



A Brief History of the Playground Movement, with Suggestions for the 
Organization, Equipment and Supervision of 
School Playgrounds 



A BRIEF HISTORY OF THE PLAYGROUND MOVEMENT 

Germany. The play movement in Germany is primarily one of education. 
Among the great leaders in that country we find mentioned Guts Muths, Jahn, 
Von Schenkendorf and Froebel, There is a play curriculum provided for the 
schools and often institutes in play and play congresses for the teachers are 
held in the different German cities and much is done everywhere for the 
encouragement of play festivals. 

School playgrounds are equipped with simple apparatus and school gar- 
dens and swimming pools are provided in some localities. Frequently the after- 
noon is given over entirely to play, at which time the attendance is obligatory. 
The Germans are great believers in shortening the school hours and lengthen- 
ing the play, or recess periods, at which time the direction of the sports is in 
charge of the regular teacher. When the weather permits, their gymnastic ex- 
ercises are taught in the open air and many school journe.ys into the country 
are arranged for the children by the teachers. 

In the g^^mnasium long hours of work are required, especially of the boys, 
producing a corresponding lack of athletic games and school spirit and loyalty. 
There is no time for the development of such. As late as 1892, or thereabouts, 
the English games of Cricket and Foot Ball were introduced into Germany, 
though in the life of the University student very little attention is paid to ath- 
letics of any sort, while a great interest is displayed in dueling by the great 
majorit}" of these j^oung men. 

In Germany we find private playgrounds connected with beer gardens, 
concert halls, turnvereins and athletic associations and many municipal play- 
grounds are located in the parks and vacant spaces. Here the mothers and 
nurses play the part of supervisors, the favorite play spaces in many cases be- 
ing the sand gardens. In the city of Berlin, the law requires that playgrounds 
be supplied in the interior courts of all tenement houses. 

England. With the English, the play movement is chiefly one of recrea- 
tion and this nation is fortunate in possessing a climate that is well adapted to 
sport all the year round. There are schools for the people, schools for the sons 
of ''gentlemen," Preparatory and Public Schools and Universities for boys and 
men and High Schools and Universities for the girls. The English people are 
a leisured class, chiefly people who give time and enthusiasm to pla}^, and the 
ability to play is counted as one of the essential parts of the training of the 
English gentleman. 



12 



PHYSICAL EDUCATION COMPLETE 



The Board Schools provide grounds that are kept open from sunrise until 
sunset, with a janitor's house located on the grounds. These play spaces are 
s^irfaced with cinders and no apparatus is provided. Gymnastic drills are 
given in the 3^ard, children are taught to swim and athletic leagues, especially 
in Cricket and Foot Ball, are formed. In the Preparatory Schools, Cricket and 
Foot Ball are compulsory, about two hours each day being required for these 
sports. The grounds are large enough so that all boys play at the same time. 
Here the Masters coach and play on the teams with the boys. Contests are 
mostly between the different dormitories, though a few games with outside in- 
stitutions are permitted. In the Public Schools we find about the same rules 
existing. High Schools for girls are located in the country and their sports are 
made compulsory. The coaching is done b}^ the Mistresses, who also participate 
in the games. At the Universities the play is for the pure fun of it and there is 
a general participation in games of all sorts. Municipal PI a,y grounds are in 
charge of caretakers but no organized work is provided. A great number of 
Cricket and Foot Ball fields are located in and about London, while athletic 
fields and clubs are very common in the country sections. Tennis is one of the 
favorite games with many of the English people. 

United States. In our own land, the Playground Movement has swept 
from the Atlantic to the Pacific with a wonderful rapidity and the greatest 
care must be exercised by all in charge of the work to prevent the pendulum 
from swinging just as far the other way and consequently undoing all the good 
that has thus far been accomplished in this great and splendid work. We, as a 
nation and individuals of our nation, are very apt to go on the theory that " if a 
little is good, more is better," and we are more prone to overdo rather than 
underdo anything that appeals to us. The Playground Movement has appealed 
to us most intensely and we are now fast in the grip of this interesting and ben- 
eficial work and each and every one should do all within the bounds of good, 
common sense to prevent it from becoming a fad and, in consequence, eventu- 
ally, a thing of the past. 

The sources of this movement with us were many. A new sense of making 
each life an efficient one, rounded out socially as well as intellectually, a new 
sense of the realization of the value of the greatest blessing that can come to 
any of us, namely, HEALTH, the new social spirit, the ever-increasing conges- 
tion of life in the cities, due in part to the great influx of foreigners, the intol- 
erable condition of city streets as play spaces for children and the long, idle 
summer vacation days. 

Previous to this time there was a lack of adequate playgrounds, there was 
no time provided for play during school hours, there was no organized play or 
athletics in the public elementary schools, highly specialized and very objec- 
tionable athletics for the few existed in the High Schools and athletics at some 
of the Colleges and Universities were the disgrace of those institutions. The 
whole country was living at a tremendous working pace. There was practically 
no provision for sport, park facilities were possible in but a few instances and 
hours of labor were shortened, thus encouraging loafing and crime. These 



FOR SCHOOLS AND PLAYGROUNDS 



13 



were the sources which gave rise to the movement in our own land. 

Our beginning was made with the Sand Gardens of Boston in 1886, since 
which time the extension of the movement throughout the United States has 
been most rapid and successfuL In California the first Municipal Playground 
was established in Los Angeles in 1905, Oakland followed in 1907, San Fran- 
cisco in 1908 and Sacramento in 1911. 

The ideals of the movement have been primarily social, with the purpose 
also of keeping the child away from the physical and moral dangers of the 
street, until now, with its growth, it has come to take up a series of positive 
and educational aims. 

(Historical Outline from A Normal Course in Play, by The National Playground and Recreative Asso- 
ciation of America.) (By Permission.) 




PLAYGROUND HOCKEY ON THE UNIVERSITY OF CALIFORNIA MODEL PLAYGROUND. 



ORGANIZATION OF SCHOOL PLAYGROUNDS 

Division of School Playgrounds. The ideal playground allows one acre of 
land to each 100 children and thirty square feet of space for each additional 
child. We know that in most school yards, particularly those connected with 
city schools, this is not possible, nor is it an absolute necessity, how^ever, there 
are many communities, especially in this great Northern California, where 
there should be no difficulty in obtaining all the play space for the children 
that is needed. In cases where the school grounds are not sufficiently large to 
accommodate the children, it should be made possible to secure additional ter- 
ritory close at hand. All school grounds should be divided into four sections, 
one each for large and small boys and girls. Further than this, it should bo 
made possible to provide a separate play space for the very tiny tots, whera 
both the little boys and girls may play together if so desired. 

Classification of Children. Boys and girls, in their play, should be classi- 
fied according to weight or height. In some communities, age, height and 
weight are combined according to the following rule : 

The age in years, plus one-half the height expressed in inches, plus one- 
quarter the weight expressed in pounds, should not exceed the numbr sixty- 



14 



PHYSICAL EDUCATION COMPLETE 



two for classification as a Junior. Anything above that number would place 
the boy or girl in the Senior class. Example : 

Age 12 

F Y A MPl F • ^^'^^^ ^' 6"-54" . 2=27 
EXAMFLL. Weight 70 Ks. -: 4=17>^-18 

57 Junior Classification 

In schools where there is little or no competition, it is not necessary to 
figure the classification so closely and either a certain height or weight ma.y be 
used as the dividing line. 

The standard of classification used throughout the country is as follows : 
Members of the 80 lb. Class weigh 80 lbs. and under 

" " 95" " between 80 and 95 lbs. 

" " 115 " " " " 95 " 115 
" " " Unlimited Class weigh over 115 lbs. 
The main idea to be kept in the teacher's mind is, that under no circum- 
stances, should she ask or expect an overgrown or backward boy or girl to 
descend to the level of little folks in their -pl-dy, even it must be so in the life 
within the school room. One quite often hears teachers of limited experience in 
such matters, express surprise at the fact that certain large and backward pu- 
pils do not like to play on the school grounds Avith children of their own grades, 
but show a marked preference for association with the children of the higher 
grades and games for children of their own size. Certainly the child in such 
cases is following a natural path and one that should be respected on every 
playground. 

Function and Purpose of Play and Athletics. The function of play and 
athletics in the grade schools is to develop boys and girls physically, mentally 
and morally. Organize for the purpose of giving play, athletics and folk danc- 
ing a place in the school life, for after all, the schools are the places where the 
most efficient and satisfactory playground w^ork is being done to-day. Every 
boy and girl should have an equal chance in these sports. Let us have 
EXTENSIVE rather than intensive athletics, for it is a true statement that, 
highly specialized athletics destroy the play idea. 

Athletic Associations. Wherever it is possible, organize an Athletic Asso- 
ciation, one each for the boys and girls. If there are not enough children to 
permit of two associations, see to it that at least one is formed that will include 
all. The teacher should be a member. Let the children control the organiza- 
tion, but the teacher should, by all means, be the "Silent Leader." A very im- 
portant committee to appoint is one to look after the playground apparatus, 
such as balls, bats, etc., and to see that all balls are kept in good repair and 
well pumped up. There is nothing that takes the fun out of a game quite so 
quickly and easily as to have to play with balls that are soft and leaky. 

Recess Periods. Some schools provide a short recess period in the morn- 
ing, with a longer one for the afternoon session. When this is the case, it seems 
an ideal plan to utilize the shorter one for Singing, Circle and Tag games, the 



FOR SCHOOLS AND PLAYGROUNDS 



15 



simpler ones, that may be finished in a short space of time. The running games, 
which give to each child an opportunity for great activity, are indeed most val- 
uable . Usually a child has been sitting still for some time, the mind has been 
active and in many cases the positions have been such as to check, to a certain 
extent, the venous circulation and when the recess period in the day's pro- 
gramme has been reached the child feels the need of great activity. Now is the 
time to supply simple games and relay races that will start up a good circula- 
tion, drive the venous blood on to the heart and give new energy for the next 
set of hours in the school room. 

Where the afternoon recess is of a length sufficient to complete games that 
require some time for playing, it is well to give Volley Ball, Captain Ball, Long 
Ball, etc. Then there are scores of good games that do not require any appara- 
.tus for playing. Any set rule cannot be laid down as to just what should be 
given in the way of games or when they are to be played. All that can be done 
is to give these few suggestions and each teacher must Avork out a programme 
to fit the needs of the children in her charge. 

Noon Periods. This seems to be the proper time for organized games, un- 
less arrangements are made for them after school hours, but such is not often 
the case, and the boys and girls find it a natural thing to devote three-quarters 
of an hour at noon to interesting play. During the noon period we have found 
the most popular games to be Playground Base Ball, Basket Ball, Tennis, Ping- 
pong and Croquet. 

Mau}^ teachers complain of the great trouble and care the majority of the 
eighth grade girls are to them. It seems to be a universal custom, or time in 
their lives, when they prefer to spend their recreation periods in lounging 
about the yard and in general, displaying very little interest in things that are 
wholesome. Good, lively play has been the salvation of many a boy and girl 
and if a teacher has the right spirit she will make an earnest endeavor to 
arouse a keen interest in the games that these girls can and really do enjoy 
pla3dng. Much time and thought are required for these ever-present problems, 
but it is possible to reach them if a teacher sets out to do so. Unhealthy thoughts 
simply cannot survive in an atmosphere of joyous, happy play. 

Little Folks. The little people make up one of the most interesting sec- 
tions of any playground. Consider a moment the fact that the little felloAV of 
to-day is the grown-up of to-morrow and how \ery necessary that he should be 
given every consideration and started for the morrow on the right trail. It 
takes such a little bit to make these little ones happy. It is really surprising to 
note the great pleasure they derive from a simple Circle Game or little inexpen- 
sive rubber ball. Do not overlook them. See that they have a goodly share of 
your attention and your reward will be manifold. As yet they have not devel- 
oped the finer co-ordinations and should be allowed plenty of the larger move- 
ments of the body and nothing is better for them than running, throwing, toss- 
ing or rolling the large Indoor Base Ball or Volley Ball. 

Length of Time for a Game. Few Playground Directors agree on the time 
allowed for the use of a game, but certain it is that a game should be played 



16 



PHYSICAL EDUCATION COMPLETE 



long enough to permit children to develop team work, ability and expertness in 
it. No game is of interest to any one until the rules have been learned and the 
chance given, which then follows, to acquire proficiency in the playing of it. 
On the other hand, a game should not be played for such a great length of time 
that children become so weary of it that they never wish to hear it mentioned 
again. The happy medium in this respect must be found. When the first symp- 
toms of lack of interest begin to appear it is the time to select another game. 
Be ready for this change at any moment. By having a ready supply of new 
games in one's mind, often the death of a good game is averted and children 
will be glad to have the old games brought back again. Under such conditions 
they will come to them in the guise of old friends and will be so greeted. 

Team Names and Colors. Organize teams for the various games that will 
permit. Let the children select names and colors for each team. Teach thent 
to have a pride in all their organizations, which are wonderful honor and 
loyalty builders. 

Decoration of School Playgrounds. All school playgrounds should have 
trees for shade and decoration. Girls' fields should be protected as much as 
possible from the gaze of men and older boys, who are inclined to pay undue 
attention to this section of a playground. Flower borders about the walks, 
hedge fences, vines on the school buildings or fences, flower boxes set on the 
stumps of trees that may be cut down or on the tops of gate posts and windoAv 
boxes all add to the appearance of the place and make it a joy to those who 
live in its atmosphere. 

Rural School Conditions. Nine out of every ten young teachers begin their 
work as teachers in rural districts. Here the need for supervised play is just as 
great as in our crowded cities. Country boys and girls frequently lead a very 
lonely life as far as the companionship of children is concerned. They are re- 
quired to do much of the drudgery that naturally falls to the lot of the farm- 
er's home and little, if any, time is found there to indulge in good, wholesome 
play. Unless they can be helped along this line on the school grounds the result 
is readily seen, for it is an old saying and one full of truth that "All work 
and no play makes Jack a dull boy." 

The more active we can make the body, the more active Avill be the mind, 
and to secure such benefits for the boys and girls of our land, whether they live 
in the city or country village, we must give them every possible encouragement 
in play — lively, innocent, wholesome and joyous plaj^ , 

Each rural school presents its own special problems and for the most part 
they must be worked out by the teachers in charge. There are scarcely two 
schools in any county where the conditions for -play are alike. First of all, the 
number of pupils attending is the chief difficulty for any playground work to 
be accomplished. We all know that the more companions we have in our play 
the easier it is to pla}^ the games we enjoy and the happier we are in our play. 
Many rural schools have in attendance but seven or eight pupils, while others 
have between this number and thirty or forty. If we might have eight boys or 
eight girls of about the same age or size we could get along very nicely, but 



FOR SCHOOLS AND PLAYGROUNDS 



17 



eight pupils for as many grades present as many problems, each child being a 
particular problem by himself. 

In the following section on Equipment for School Playgrounds, will be 
found some suggestions for suitable apparatus for rural schools, and the chap- 
ters on Games, Athletics, Exercises and Folk Dances will be found to contain 
things of interest to the teacher of rural schools. 



EQUIPMENT FOR SCHOOL PLAYGROUNDS 

Apparatus. Do not think you must set up expensiye apparatus. That 
which can be built b}^ local carpenters is better for several reasons, particularly 
in communities where intense heat and cold are experienced at the different 
seasons of the year. Not every community can afford factory made apparatus 
and it has been demonstrated over and over again that just as much fun and 
enjoyment is to be derived from the less expensive variety. It is extremely nec- 
essary, however, that all apparatus should be very carefully and strongly con- 
structed. Install as much of the following apparatus on your school play- 
grounds as possible : 



1. SAND BINS. 

2. TEETERS. 

3. HORIZONTAL BARS. 

4. SWINGS. 

5. VOLLEY BALL COURTS. 

6. BASKET BALL COURTS. 

7. CROQUET COURTS. 

8. TENNIS COURTS. 

9. PING-PONG TABLES. 
10. SLIDES. 



The following estimates for installation of apparatus may be of value to 
some : 

Sand Bin. For an enclosure 12x16 ft. : 



Lumber — 1 pc. 2 in.x4 in.xl2 ft. Com, 
1 pc. 2 in.x6 in.xl6 ft. " 




$ .36 



.72 



28 in. Wire Netting at 4c .... . 
1 Hook and 2 Eyes for Gate . . 

1 pr. 6 in. Strap Hinges 

Staples 

2 loads White Sand at $2.50. . 
6 large Spoons at 50c per doz 
Labor 



1.12 
.10 
.20 
.10 

5.00 
.25 

3.50 



Total 



$11.35 



18 



PHYSICAL EDUCATION COMPLETE 




Teeters. Set of two Teeters : 

2 pes. 2 in.xlO m.xl4 ft. 848— 

Boards $2.10 

2 pes. 6 in.x6 in.x5 f L S4S — ■ 

Posts 1.65 

1 pc. 6 in.x6 in.x6 ft. S4S— Cap .99 

Shaping ends of Teeter Boards 1.00 

4 iron Safety Guides at 80c 3.20 

Nails 05 

16 Bolts for Safety Guides 30 

Labor 2.60 



Total $11.89 



Section of a Teeter Board showing the blocks which keep it from slipping past the balance point. 
(Drawn by Hazel Reid, Chico Normal, 1913.) 




TEETER BOARD SHOWING HANDLES, OR "SAFETY GUIDES." 



Horizontal Bar: 

1 Hickory Bar, 6 ft $3.75 

Lumber— 2 pes. 6 in.x6 in.xlO ft. S4S 1.47 

Labor — Cutting holes in posts and setting 3.50 

Total $8.72 



Horizontal Bar : 

Lumber— 3 Posts, 4 in.x4 in.x8 f t. S4S $3.10 

12 ft. Iron Pipe, 1% in. diameter, outside measurement 1.60 
Labor, setting _ ... 3.75 



Total 



$8.45 



FOR SCHOOLS AND PLAYGROUNDS 



19 




OUTDOOR CLASS ON HORIZONTAL BARS, THIRD GRADE. 




SET DOUBLE SWINGS. 

Set Double Swings: 

Lumber — 2 pes. 6 in.x6 in.xl6 ft. S4S — Posts. . 

1 pc. 6 m.x6 in.xlO ft. S4S— Cap . . . 
3 pes. 4 in.x4 in.xl4 ft. S4S— Braces 

2 pes. 2 in.xo in.xl 1-6 ft. — Boards. . 
Fencing — 5i/4 pes. 4 in.x4 in.xl4ft. Com 

8 pes. 1 in.x4 in.x20 ft. Com 

80 ft. Wire Netting 

1 pr. 6 in. Strap Hinges 

Carried Forward 



$5.28 
1.65 
2.80 
.30 
2.16 
1.20 
3.25 
.20 
$16.84 



PHYSICAL EDUCATION COMPLETE 



Broiig^ht Forward $16.84 

1 Hook and 2 Staples for gate 05 

71/2 lbs. % in. Manila Rope 1.00 

Staples and Nails 30 

4 Iron Rings and Bolts 1.40 

4 Rope Thimbles 60 

Labor 8.75 

Total ' .$28.94 

Volley Ball Court: 

Lumber— 2 pes. 5 in.x5 in.xlO ft. S4S— Posts $1.70 

1 Net 1.00 

1 Canvas Volley Ball 2.50 

Labor — setting posts 50 

Total $ 5.70 

Basket Ball Court: 

Lumber— 2 pes. 6 in.x 6 in.xl6 ft. S4S— Posts $ 4.65 

8 pes. Iin.xl2in.x 6 ft. SlS^Backs 2.00 

1 pr. Goals 4.00 

4 3-in. Bolts 15 

1 Basket Ball 6.00 

Labor 3.50 



Total $20.30 

Croquet : 

1 Croquet Set $2.50 



Total $2.50 

Tennis : 

Lumber— 2 pes. 6 in.x6 in.x6 ft. S4S $1.98 

Tennis Rackets from $1.50 to $8.00 each 

Nets " 1.00 " 9.00 

Balls, per doz " 3.00 " 5.00 " 

(See Wright & Ditson and A. G. Spaulding & Bros, 
catalogues for prices on complete sets.) 

Ping-pong : 

Lumber— 5 pes. 1 in.xl2 in.xlO ft. Com. SIS $1.18 

1 pc. 2 in.x4 in.xl2 ft. Com. SIS 30 

8 pes. in.x6 in.x3yo ft. No. 1 S4S 80 

Labor 1.60 

I Ping-pong set 2.00 

Total $5.88 



FOR SCHOOLS AND PLAYGROUNDS 



21 



Slide. Slides may be made up for a great many different prices, ranging 
from $15.00 to $25.00. Good ready made slides may be bought at a cost of 
from $20.00 to $50.00. 




BASKET BALL BACKSTOP AND GOALS. 



Rainy Bay Apparatus and Games. Nothing helps out in a school for rainy 
days like a little portable apparatus and a few games, particularly where the 
pupils have to carry their lunches. The following list offers to teachers a 
slight suggestion for rainy day equipment : 



5 Bean Bag Boards. 2yo ft. long by 2 ft. wide $1.45 

24 Bean Bags, average size 4 in. by 4 in 1.30 



Total $2.75 

2 Games of Jack Straws at 25c $ .50 

3 Packs of Flinch at 50c 1.50 

2 Sets Parchesi at 75c 1.50 

4 Sets Dominoes at 50c 2.00 

2 161/4 in. by 16 in. Checker Boards at 65c 1.30 

2 Sets Checkers at 10c 20 

1 Set Meccano 3.00 



Total $10.00 



FOR SCHOOLS AND PLAYGROUNDS 



23 



Lockers. Apf)aratus of the portable variety, balls, bats, etc., should have 
some sort of a home provided for its conservation. If something up-to-date 
cannot be supplied, it is an easy matter to secure dry goods boxes which may 
be converted into lockers that will answer the purpose very nicely. For those 
wishing to construct something better the following figures are given : 

Lumber for Lockers 20 in.x21 in.xlG ft., which may be 



divided into five compartments $ 8.70 

5 Hinges and 5 Hasps 50 

5 Padlocks 80 

5 Aluminum Figures for marking compartments 40 

Staining 65 

Butts 65 

Oil 25 

Labor 3.50 



Total $15.45 



Nets Strung on Wires. Weather proof nets are expensive and few schools 
can afford to purchase them. Cheap nets stretch and sag to a great degree. 
This can be easily overcome by stringing the nets on wires and drawing them 
up tightly before fastening for use. 

Surface for Athletic Fields, Tennis Courts, etc. The Municipal Engineer- 
ing Journal of Cincinnati, Ohio, issued January, 1913, gives the following idea 
for surfacing Athletic Fields, Tennis Courts, etc. : 

''Three or four inches of COARSE cinders well packed and rolled, covered 
with one or two inches of SCREENED cinders mixed with equal parts of damp- 
ened clay and well rolled will make an ideal play surface for athletic fields. 
Such a mixture packs well, is springy, does not get dusty in dry weather and 
can be played on in the rain." 

SUPERVISION OF SCHOOL PLAYGROUNDS 

The one most important problem that faces any city, large or small, is the 
boys and girls of that city and the making of each one of those lives an effici- 
ent one. 

"We act as we feel." AVithout health we can do nothing and in order 
that we may have Health, Growth and Development we must have nutrition, 
exercise and rest. Nutrition and rest are matters for the consideration of the 
parents, while the playgrounds provide most of the development for the child, 
which means chiefly play, as the greatest share of his development is secured 
in play. 

Character is a matter of choosing to do the right thing when the wrong 
one is presented. Nowhere as in play is the child given such an opportunity 
for the training of character and good citizenship and there is nothing in all 
our school curriculum as educational to him. Nowhere as in play is he given 



24 



PHYSICAL EDUCATION COMPLETE 



such an opportunity to receive from the outside world the most serious and 
greatest variety of impressions and it is right here, in pla}^, that he learns to 
express himself clearly and intelligently. In play, children find their objects 
of deepest and most enduring interests and as habits of thought and action for 
good or ill are most easily set up in connection with those things that interest 
one the most it is but natural that in their play children form habits that cling 
to them all through life, and play is just as necessary to the life of a little child 
as air and sunshine are needed to make the little plant a fruitful vine. 

Playgrounds, to be successful, must be supervised and, furthermore, 
MUST BE CONTROLLED. Jacob Riis has well said "It is the very parody 
upon common sense to appropriate money for playgrounds and refuse to do so 
for supervision. That is indeed saving at the spigot and wasting at the 
bunghole. " 

The Teacher as a ''Play Leader." The teacher as a "Play Leader" has a 
field for influence fertile beyond that of any other human being, for it is in 
play that children begin their personal relations with each other and it is right 
here they should be taught the meaning of courtesy, manliness and womanli- 
ness and that of the greatest word in the true boy's and girl's vocabulary — 
HONOR. In play they learn to control their muscles, to correlate hand and 
eye and to establish their right to exist. Here is where they first learn to rec- 
ognize the rights of each other and that those rights should be respected. Here 
also they learn the rules of the game — fair play, ''take your turn" and the 
square deal. In play children soon begin to express the impressions they re- 
ceive from those with whom they come mostly in contact, namely, parents and 
teachers. In play it is posisble for them to learn to nurse their troubles and 
pains without a murmur, to be kind to opponents in defeat and thoughtful of 
them in victory. Only in play is the real child nature displayed. Observe for 
a fshort while the children on a playground as they play their various games. 
One has not long to wait before selecting the "follower," the selfish individ- 
ual, always elbowing to the front to "play to the grandstand," and the natural 
leader, with his latent power for good or evil, as environment and influence 
may determine. Nowhere are life habits so easily formed as on a playground 
or in play anywhere, for that matter, and a teacher has a score of chances each 
day to direct habit. In general, children learn their methods of play and their 
attitude toward it and opponents from those in charge of the play time, there- 
fore it is of vital importance that the type set before them should be of the 
highest and best. 

Why Supervision is Necessary. When playgrounds and playtimes are not 
supervised we are very apt to find that results obtained are anything but those 
we desire. A teacher should permit none but the best conduct at all times and 
under all circumstances, language only that is respectable and respectful and 
she should see to it that all children, large and small, weak and strong, are 
given a fair chance in games and on apparatus and that the play space is pre- 
vented from becoming a public nuisance through its noise and disorder. Not 
all games are safe ones, many of them being extremely dangerous to life and 



FOR SCHOOLS AND PLAYGROUNDS 



25 



limb, and it is very important that such games be eliminated by the teacher 
from all use on the playground. 

A Teacher's Personal Methods. It is very necessary, indeed, that a teach- 
er should know how to be friendly with children, to be a good comrade, to sym- 
pathize with them, to take an interest in all their plans and experiences and 
make a success of helping them in all their right endeavors. A teacher should 
possess a good working knowledge of all games and the rules that control them 
if she would hold the interest of the children in her care and be a strong influ- 
ence in their midst. There is nothing that so quickly diminishes a teacher's 
influence and standing with children on a playground as ignorance of rules of 
games, or lack of interest in playground activities. 

General Ends to be Secured. The general ends to be secured by play, 
properly supervised, are : 

1. Health. 

2. Physical strength. 

3. Organic strength. 

4. The development of a maximum of energ}^ 

5. The happiness of the children. 

Social Ends to be Secured. : 

1. Cleanliness. 

2. Politeness. 

4. Obedience to law. 

3. Formation of friendships. 

5. Loyalty. 

6. Justice. 

7. Honesty. 

8. Determination. 

Cleanliness. "Cleanliness is an instinct, any deviation from which is an 
abnormality. " 

There is a great difference betw^een chronic dirt and that which is ac- 
quired during a rousing good game. Dirt acquired under the latter conditions 
is highly respectable, provided it is not allowed to form a permanent crust. Do 
not ask or expect clean children to take hold of hands that are dirty. Children 
should be taught to care for their bodies properly. Unclean children, those 
who give only the minimum amount of attention to their personal appearance, 
should not be tolerated on a playground any more than in a school room, but 
where play spaces are connected with schools there is very little, if any trouble 
of this sort, as it is controlled through the school. 

Politeness. It does not require much effort on the part of those in charge 
to teach politeness, for if a teacher herself is polite, children will, in most cases, 
imitate her in this respect as in many others. A teacher should emphasize this 
point in her contact with children, for then it is that we are apt to secure a 
good average result from them. She should insist on politeness to everyone, 



26 



PHYSICAL EDUCATION COMPLETE 



herself included. Children will need instruction in this respect, for they are 
very rarely naturally polite and do not know what politeness requires. 

Formation of Friendships. A friendly spirit is very essential to the suc- 
cess of play and it is one of the most valuable kinds of training that any play- 
ground can give. Teachers should repress the forward, selfish, obstinate 
ones, at the same time give all the encouragement possible to the shy and 
backward children and teach all to be good comrades, good friends everywhere. 

Obedience to Law. Children should be taught to live up to the rules of 
all games, because they are the rules and that it is the proper thing to do. Do 
not attempt to make children law-abiding from the fear of penalties. That 
does not instill in them the lessons we would m^ake life habits. We should 
teach that right is might. 

Loyalty. Strive to secure loyalty in all games, to all teams, to the school 
and its plaj^ground. The attitude of teachers determines the attitude of chil- 
dren under their control. The idea of games and athletics is defeated when 
children are taught loyalty that is of the blind sort, when they have it instilled 
in them that there is no courtesy due opponents and that there is no such thing 
as the rights of others. We see a great deal of this variety of loyalty in our 
present day schools and in nearly every case the fault may be traced to the atti- 
tude of the instructors in charge. Teach children to be courteous winners and 
graceful losers, qualities that are fundamental to good citizenship. 

Justice, (a) The teacher should permit no conduct on the playground 
that does not belong to the "square deal" family. Talk and preach square 
deal every time the opportunity presents itself and see to it that the oppor- 
tunity presents itself so often that square deal becomes a natural thing with 
children. 

(b) The older children should not be allowed to take things away from the 
younger ones. 

(c) ''Take your turn!" is a rule that should apply to all. 

(d) Do not allow children to remain on coveted apparatus too long. Give 
all a fair chance. 

(e) Do not allow children to tantalize and annoy opponents on the play- 
ground at any time. 

Honesty. Many are the opportunities for dishonesty in games and a 
teacher should deal very severely with cheating. Strive to secure honesty 
above everything else. 

Determination. It is not uncommon to find children who will try a ' ' stunt ' ' 
once or twice and give it up if not successful. Some are very easily discour- 
aged if their opponents make a larger score or display more ability in games 
than they and such children frequently attempt to withdraw from the game 
and give up entirely. Eight here we are afforded one of the best opportunities 
to teach children that the will should succeed in spite of every obstacle. Keep 
a plentiful supply of encouragement on hand for use in just such cases. 



FOR SCHOOLS AND PLAYGROUNDS 



27 



Competition. All life is one great competition and we have it within our 
power to help boys and girls prepare for it. Competition carried to a high de- 
gree is not sport, while the proper dosage is — and most beneficial. The intense 
competition that is a part of so many of the athletic contests of to-day does 
away with all the benefits that may have been acquired during the valuable 
period of training. Over exertion on the field in competitive games and ath- 
letics is far more common than most people realize. A sensible balance should 
be maintained and it is the duty of every teacher in charge of this work to reg- 
ulate competition whenever it is possible and it should be made possible by 
them to regulate it. Talk with the athletes of days that are gone and you will 
hear confessions that will often astonish you. It is one of a teacher 's duties to 
see that this phase of playground work is adjusted for the boys and girls in 
their care. 




"OFF TO THE SAND-PILE." 



SUGGESTIONS FOR THE CONTROL OF APPARATUS 

Sand Bin. 1. The Bin should, by all means, be enclosed in order that it 
may be kept clean. 

2. In some communities it is advisable to change the sand every six or 
eight weeks. 

3. Lunches should not be eaten in the enclosure. 

4. Boxes and papers should not be thrown about in the Bin. 

5. The sand should be kept moist enough to hold together for the construc- 
tion work of the children. 

6. Children should not be permitted to throw sand at each other. 

Teeters. 1. A child should not jump or slide off the board when another 
child is up m the air. 

2. Little children should not be permitted to stand on the boards to teeter. 

3. They should not "bump" in order to attempt to displace the child on 
the other end of the board. 



28 



PHYSICAL EDUCATION COMPLETE 



4. To get off the board — the teeter should be first brought to the horizon- 
tal position, when the children get off one at a time. 

(Unless a child knows when his companion is going to get off the teeter 
board, one of them, and possibly both, may be injured.) 

Swings. 1. Swings should always be enclosed. Many accidents are thus 
prevented. 

2. Little people should not have to use swings that the older children 
have. If possible, erect sets for the little ones and separate sets for both the 
larger boys and girls. If this cannot be done, set definite hours for the use of 
the swings, that all may have a chance on them. 

(This applies to a great deal of the apparatus on any plaj^ground.) 

3. Girls should not be allowed to swing standing up unless they are pro- 
vided Avith bloomers, the darker ones being more preferable for playground 
use. 

Homontal Bar. 1. Some provision should be made for a landing pit for 
use with HIGH bars. 

2. See that the bar for girls is located in some more secluded portion of 
the Playground. 

3. Permit no girl to use the Bar who is not provided with bloomers. 

Slide. This piece of apparatus will always require the closest sort of su- 
pervision. Definite rules for its use should be established and CARRIED OUT. 

1. Children should not slide down in any but a sitting position. 

2. The soles of the shoes should not come in contact with the slide. 

3. Children should take their turn in climbing the stairs. There should 
be no crowding on this portion of the apparatus. By insisting on this there 
will be none, and one child will slide at a time. 

5. Girls should not be allowed on the Slide who do not Avear Playground 
bloomers. 

6. Nails and screws should never be permitted to even peep above the 
board, or sliding surface. 

7. If the Slide is made of copper or zinc sheeting, eternal vigilance must 
be exercised in its care, for a cut in the plate would cause an ugly wound. If 
mjade of wood, it should be watched for splinters. (A wooden Slide should be 
oiled frequently with raw linseed oil or waxed.) 

8. Boys and girls should not have to use the Slide at the same time. Set 
definite periods for each. 

A Slide properly belongs to that section of any Playground that is devoted 
to the little folks. Do not have a stairway built over six feet high for your 
Primary children and be sure that the whole piece of apparatus is strongly and 
safely made. 

(A portion of the outline used is from "A Normal Course in Play," by The National Playground 
and Recreative Association of America — by permission.) 



CHAPTER II 



Swedish Gymnastics 



Why We Give Gymnastics — Rules for the Teaching of Gymnastics — The Day's 
Order — Analysis of the Day's Order — Correct Sitting, Standing and 
Walking Positions — Some Simple Gymnastic Positions 



Swedish Educational Gymnastics. "Gymnastics are systematic, bodily ex- 
ercises, based on scientific principles and founded on physiological rules." 
Of the four kinds of gymnastics, namely. Medical, Educational, Military and 
Aesthetic, we consider simply the Educational, or those used with a view to 




SWEDISH GYMNASTICS. "ARMS SIDEWARD— RAISE !" 



educating the mind and body. For use in the school room the Swedish System 
of Educational Gymnastics is the most practical. No apparatus is necessary 
and every lesson provides a certain number of sets of movements that are 
given in order, each group having a certain purpose to accomplish. 

Why We Give Gymnastics. During the majority of hours spent in the 
schoolroom, children are reciuired to maintain the sitting position. As their 
minds are intent upon the work before them, it is very natural for the head 
and shoulders to droop forward, the chest to become depressed to a greater or 
less extent, the circulation of blood in the abdominal organs to be checked to a 
certain degree, while the brain in its activity draws a great deal of blood to 
that portion of the body. After a little while the mind grows weary of concen- 
tration of its powers upon one thing and the muscles long for an opportunity 
to share in activity. The circulation of the blood needs to be eciualizecl, respi- 
ration deepened and strengthened and poor postures of all kinds need to be 
corrected, while the body in general needs to be given tone and strength. 

Rules for Teachers of Gymnastics. The teacher who would lead a class 
through a lesson in gymnastics, must bear in mind the following rules : 

1. The lesson must be planned with care and earnestness and should be 
learned "by heart." 



30 



PHYSICAL EDUCATION COMPLETE 



2. The lesson should be constructed according to the systematic Progres- 
sive Day's Order, working gradually from the least to the greatest amount of 
exercise. 

3. Have the children arranged in the aisles according to height. This plan 
permits a teacher to see the work which is being done by each child. 

4. It is very important that all commands and instruction be given in a 
quick tone, one full of life and snap. Energy and vim should be expressed in 
every move the teacher makes. Gymnastic lessons that are aimless and lifeless 
lose all their value. 

5. Children should be taught to execute all exercises with seriousness and 
precision and should be encouraged to employ the greatest power of which 
they are capable in the execution of the Day's Order. 

6. Exercises should be repeated from one to ten times, but NEVER 
required of the child so often as to produce fatigue. Gymnastics TAUGHT 
INTELLIGENTLY NEED NEVER PRODUCE AN ILL EFFECT. A lesson 
in gymnastics should always produce the result that is intended — that of 
refreshing and invigorating the mind and body. 

7. Teach children to breathe easily and naturally during the lesson. (They 
should be cautioned against holding the breath during exercise of any kind.) 

The Day's Order. A Day's Order comprises the following g;roups of 
exercises : 

1. ORDER EXERCISES. 

2. LEG EXERCISES. 

3. ARCH EXERCISES. 

4. HEAVE EXERCISES. 

5. BALANCE EXERCISES. 

6. BACK EXERCISES. 

7. ABDOMINAL EXERCISES. 

8. LATERAL TRUNK EXERCISES. 

9. JUMPING EXERCISES. 

10. SLOW LEG, OR COOLING OFF EXERCISES. 

11. RESPIRATORY EXERCISES. 

Analysis of the Day's Order. The ORDER EXERCISES are intended to 
draw the pupil's mind away from the work he has been doing and to concen- 
trate his thoughts and attention upon the gymnastic lesson about to be given. 
A number of these exercises should be given in quick succession and the teach- 
er should not be satisfied to proceed with the work until she has secured the 
alertness in obeying commands that is necessary for beneficial work. 

The LEG EXERCISES are given for the purpose of drawing the blood in 
larger quantities to the lower extremities, thus relieving the brain and the par- 
tial congestion in the abdominal organs. These exercises also stimulate the 
general circulation. 

The ARCH EXERCISES expand and raise the chest and straighten the 
upper part of the back and neck. 



FOR SCHOOLS AND PLAYGROUNDS 



31 



The HEAVE EXERCISES lift and broaden the chest and give great 
strength to the spine. 

(By following the above four sets of gymnastic movements we have sent 
to the muscles more blood that is purer and better and more venous blood has 
been sent on to the heart and lungs for purification. The mind is relieved 
from the strain previously put upon it and muscular response to the will is 
now secured, while a stronger foundation for the following groups of exercises 
has been supplied.) 

The BALANCE EXERCISES train for equilibrium and the ability to con- 
trol the body in difficult positions, at the same time educating the sense of 
correct and graceful pose. 

The BACK EXERCISES train for correct carriage of the shoulder blades 
and back and by giving strength to the muscles on each side of the spinal col- 
umn, do much toward correcting faulty growth of the spine. 




SWEDISH GYMNASTICS. "ARMS FORWARD— BEND !" 



The ABDOMINAL EXERCISES and those concerned with the fore part 
of the body strengthen the abdominal wall muscles and stimulate the abdom- 
inal organs by the change of pressure that is exerted upon them. 

The LATERAL TRUNK EXERCISES strengthen the waist muscles, stim- 
ulate internal organs and tone up the spinal nerves. 

(The movements mentioned above, followed in order and gradually in- 
creased in force, require stronger action from the circulatory and respiratory 
organs. The exercises should never be pushed to the point where the pupil 
becomes breathless or suffers any uncomfortable heart symptoms.) 

The JUMPING and RUNNING EXERCISES have an all-round effect 
upon the whole body. The highest demand is now made upon the heart and 
lungs and consequently circulation and respiration are deepened and quick- 
ened, while the nerves and muscles of the entire body are stimulated and 
strengthened. 

The SLOW LEG or COOLING OFF EXERCISES now follow and grad- 
ually bring the heart back to its normal state. 



32 



PHYSICAL EDUCATION COMPLETE 



The RESPIRATORY EXERCISES given by deep, rhythmic breathing 
movements taken in connection with the Slow Leg Exercises, help prepare the 
body for the rest that is now due after the exertion of the lesson. 

Rhythm Training. Even though music is available for use in marching 
lessons, do not depend upon it entirely for the teaching of RHYTHM. Make 
use of the imitation of the sound of the raindrops — drip, drip, drip — and the 
clock — tick, tick, tick — in order to teach and develop rhythm in little children. 
It is far wiser to be independent of the piano, particularly in the first and 
second grades, where rythm training should be given every possible considera- 
tion. Never lose an opportunity to strongly develop the sense of rliythm ; and 
the earlier this training is commenced the better for the children concerned. 
We do find pupils now and then who apparently have no rhythm in their na- 
tures and it is most distressing to note their vain endeavors to accomplish the 
work which is done with ease by other memhers of their class. Possibly, had 
their earlier training been given more attention, they might now be enjoying 
the happiness, at least in part, that comes to those who possess a keen sense 
of rhythm. 

Correct Standing Position. In order to teach the correct standing posi- 
tion it is necessary to call attention to certain rules which should be kept con- 
stantly before the children. Avoid always the command, "Shoulders Back!" 
When attention is so called to poor positions of the shoulders, children in many 
cases assume unnatural and highly exaggerated positions which the instructor 
is then called upon to correct. If children can be taught the correct positions 
which the body should assume, and this is possible, the shoulders will hang 
NATURALLY, limp, and resemhle a yoke. 

To teach the correct standing position have the child — 

1st. Place one hand on the abdomen and the other on the back just 
below the waist. 

2nd. Draw the abdomen well in and up so that the muscles are hard 
and firm and with the hand on the back press the body forward, 
or in other words, tilt the pelvis forward. This brings the lower 
part of the body in the correct position and raises the chest to its 
proper height. Lower the hands to the sides. 
3rd. Now tell the child to stretch as high as possible, to make himself 
just as tall as he can. Say nothing about positions of the shoul- 
ders or feet, as they fall into the correct position naturally. 
Poor digestion and constipation are often due to a rearing backward of 
the body and a stretching of the abdominal muscles, which cause the intestines 
to rest in an improper position. We cannot be too critical in the matter 
of poor bodily positions nor can we emphasize this point too much. We must 
be constantly speaking to children about poor postures, constantly working 
with them to overcome the trouble. Speaking of the matter once, or occasion- 
ally, is not going to accomplish the desired end. It requires time and patience. 
The first point to win is to make the child conscious of the mal posture, then 



FOR SCHOOLS AND PLAYGROUNDS 



33 



watch him and never lose a chance to help him assume the correct bodily posi- 
tion. Do not permit children to stand so that one hip is elevated and the other 
lowered. AVhen we learn to prevent spinal curvatures there will be no need to 
labor to cure them. 

Correct Sitting Position. 1st. The feet should rest normally on the floor, 
that is. the entire bottom of each foot should rest comfortably and easil}^ on the 
floor. 

2nd. The height of the desk should be such that the child can place his 
arms on it w^ithout raising the shoulders or having to bend over it, which hap- 
pens when the desk is too low. 

3rd. The seat must have a back which will support the small of the back 
and not the shoulders. 

4th. The space betw^een the desk and the child should be ample to permit 
of free movement in the seat. 

AYhen the seat is too high and the child has to stretch his toes to touch 
the floor, the nerves and blood vessels under the knees are depressed and thus 
circulation interfered with to a great extent. Children should not be allowed 
to slide down in the seat so that the end of the spine is in contact with the seat. 
If the child finds the desk is either too high or too low he will write with one 
hand on the desk and the other is placed in his lap for support, thus producing 
Scoliosis, a lateral curvature of the spine. It is stated that 59 per cent of all 
children have this trouble. Small foot rests should always be furnished where 
the desks cannot be made to fit the child. Do not attempt to get along without 
careful attention to this matter. 

Correct Walking Position. 1st. The toes should point ALMOST STKAIGHT 
AHEAD. It is a weak foot that toes out to the extreme. The natural position 
of the foot is in a direct line with the knee. 

2nd. The body should be carried easily and gracefully and alwa3"s accord- 
ing to the rules for correct standing. 

3rd. The arms should hang naturally and easily at the sides and should be 
permitted to swing two or three inches each side of the hips while a person is 
walking. 

4th. The head should be carried in the erect position with the neck press- 
ing against the collar button in the back. 

5th. THEN LOOK EVERYONE SQUARELY IN THE FACE. 



34 



PHYSICAL EDUCATION COMPLETE 



SOME SIMPLE GYMNASTIC POSITIONS 




Fundamental Standing Position. 

Command: ''At-TENTION!" or 
''Po-SITION!" 

Heels together, toes turned out to form 
an acute angle, knees and hips straight, 
chest high, head and trunk erect, chin held 
in, shoulder blades well back, shoulders 
held down and at the same level, arms at 
sides, palms next to thighs with thumbs 
forward and eyes to the front. 

(Note: The correct fundamental and 
starting positions must be kept through- 
out the lesson as, all movements are based 
on the shape of the body when the correct 
positions are assumed.) 



FUNDAMENTAL STANDING POSITION. 



Command: "In Place— REST!" 

The command, ''In Place, REST!" 
means that a restful position is to be as- 
sumed. The right foot holds its place on 
the floor while a short astride step ir» 
taken with the left foot or either foot is 
placed forward as if taking the first walk- 
ing step, the arms at the sides of the body, 
but the chest should not be permitted to 
sink. 

CAUTION : Care should be exercised to 
see that the weight of the body is distrib- 
uted evenly on both feet. 




"IN PLACE— REST!" 



FOR SCHOOLS AND PLAYGROUNDS 



35 




Command: " Hips— FIRM ! " 

A rapid change is made from the funda- 
mental position by placing the hands on 
the hips, grasping well over the front part 
of the hip bone, thumbs backward, fingers 
toward the front, elbows in a line with the 
shoulders, position of the rest of the body 
unchanged. 



'NECK FIRM 



Command : ' ' Neck— FIRM ! ' ' 

The hands are placed quickly to the 
back of the neck, fingers either interlaced 
or finger tips touching, head kept erect 
and well back, shoulders drawn back and 
elbows in line with shoulders. 



Command: "Head Backward — PULL!" 

With the body in the fundamental posi- 
tion or hips firm, the head is drawn 
BACKWARD (NOT DOWNWARD TO 
THE REAR) as far as possible. The eyes 
should be directl}^ to the front. 




"HEAD BACKWARD-PULL!" 



36 



PHYSICAL EDUCATION COMPLETE 




Command: "Arms Side- 
ways— STRETCH ! " 

From the fundamental 
position the arms are 
moved— 

1st. To the Upward, 
BEND ! position. 

2nd. They are extended 
with force sideways on a 
level with the shoulders, 
hands closed, fingers 
turned downw^ard, or the 
hands mdy be opened, 
fingers stretched, palms 
downward. 




"ARMS SIDEWAYS-STRETCH !" 



FOR SCHOOLS AND PLAYGROUNDS 



37 




"ARMS FORWARD— BEND !" 



Command : ' ' Arms Sideways — 
FLING!" 

The arms are extended forcibly 
from the Arms Forward, BEND ! po- 
sition to the sideways position on a 
line with the shoulders, palms facing 
downward. 



Command: "Arms Forward— BEND ! " 




From the fundamental position the arms 
are flexed at the elbows and quickly 
raised against the chest, palms facing the 
floor, fingers extended, thumbs against 
the chest and elbows on a line with the 
shoulders, shoulders drawn well back- 
ward. 



'ARMS SIDEWAYS-FLING!" 



38 



PHYSICAL EDUCATION COMPLETE 




Command: ''Arms Half Sideways — 
BEND!" 

From Arms Sideways, FLING! position, 
the elbows are bent to right angles, fore- 
arms and hands raised to the perpendicu- 
lar, palms facing head. 



•ARMS HALF SIDEWAYS-BEND !' 



Command: "Feet Astride — Trunk 
Forward— BEND!" 

From the fundamental position the 
hands are placed on the hips, the astride 
position is taken, the body is bent for- 
ward at the hips as far as possible, the 
back is kept straight, the head up and the 
eyes looking straight ahead. 




"FEET ASTRIDE— TRUNK FORWARD- 
BEND i" 



FOR SCHOOLS AND PLAYGROUNDS 



39 




Command: ''Hips Firm— Heels RAISE!" 

From the fundamental position the 
hands are placed on the hips, the body is 
lifted np on the toes as far as possible by 
stretching the insteps, heels kept togeth- 
er, the body well balanced. 




"HIPS FIRM— HEELS RAISE!" 



40 



PHYSICAL EDUCATION COMPLETE 




Command: ''Knees BEND!" 

Following position ''Hips Firm, Heels, 
RAISE !" the knees are bent in a line with 
the feet, body well balanced. 

"Deep Knee, BEND!" follows the 
above, when the knees are bent still fur- 
ther — as far as possible — not to the ex- 
tent, however, of resting the body on the 
calves of the legs. 



"KNEES BEND!" 



Command: "Right Knee Upward — 
BEND!" 

From the fundamental position the 
hands are changed to "Hips, FIRM!" the 
weight of the body is shifted to the left 
leg and the right knee is bent quickly and 
raised on a line with the left hip. The leg 
hang^s in a perpendicular position, toes 
pointing downward and outward. 




"RIGHT KNEE UPWARD— BEND!" 



FOR SCHOOLS AND PLAYGROUNDS 



41 




Command: "Left Forward— FALLOUT ! " 

AVith ''Hips— FIRM!" the left foot is 
placed in a direct line forward from tlie 
fundamental foot position, the left knee 
is bent as far as possible, while the right 
foot remains in its original position with 
the heels and sole of foot in contact with 
the floor. 



'LEFT FORWARD— FALL OUT!" 





Left, Right and Front Dress. AA^hen the command ''Left— DRESS ! " is 
given — the one at the extreme left end of the line looks straight ahead. The 
rest turn heads (only) toward the left, place the left hand on the left hip, 
elbow barely touching the neighbor's right arm, then straighten the line. 

The command "Right — DRESS!" should be followed by movements in 
exactly the opposite direction. 

At the command "Front — DRESS!" the fundamental standing position is 
taken, all eyes to the front, hands raised in front of the body. The distance 
between children should be sufficient to prevent finger tips touching the child 
in front. 

Left Face. AVhen the command "Left — FACE !" is given, the toes of the 
left foot and heel of the right are raised off the floor, a quarter turn to 
the left is made, at the same time pushing against the floor with the toes of the 
right foot, which helps materially in getting the body around into the correct 



42 



PHYSICAL EDUCATION COMPLETE 



position, the toes of the left foot are then placed upon the floor and the weight 
of the body placed npon the left foot, the toes of the right foot still touchirjg 
the floor. The command "FACE!" takes the place of Count 1. 

Count 2. As soon as the above movements have been executed, the count 
two is given and the right foot is placed alongside the left for the correct 
standing position. Very soon this count may be omitted, as children will exe- 
cute without the order. 

Right Face. For ''Eight — ^FACE!" the movements are exactly the oppo- 
site direction. 

Left or Right About— FACE ! The movements for ' ' Left About— FACE ! ' ' 
are the same as for "Left — FACE!" except a half circle turn to the left is 
made instead of a quarter turn. "Right About — FACE!" is the opposite in 
every particular. 



CHAPTER III 



Gymnastic Lessons for Primary Grades 

Imagination Plays; Gymnastic Stories and Lessons for Grade I; Gymnastic 
Lessons for Grades II, III, IV and V 

During the month of September make use of the Physical Training Periods 
by giving Deep Breathing Exercises for a Five Minute Period in the morning. 
For the Ten Minute Periods, one in the morning and one in the afternoon, use 
quiet games in the school room and allow a few moments of general relaxation. 
Give the children the opportunity to stretch their arms and legs and to take a 
few deep breathing exercises in unison before taking up their class work along 
other lines. 

FIVE MINUTE PERIODS 

Children sitting, backs pressed against the seats, hands with palms 
together are resting on the desks. 

Exercise 

With a deep, slow breath hands are turned so that palms face the ceiling, 
arms are stretched sideward, backward and upward, heads tilted back (do not 
permit heads to rest on the desks behind), eyes looking at the ceiling and all 
the while INHALING SLOWLY. (Count 1.) 

Return arms quickly to the original position. (Count 2.) 

Repeat about five times. G-ive the first part of the exercise slowly. As 
the children become more and more accustomed to it, increase the count to ten 
and fifteen during the period. 

IMPORTANT: Encourage the children to push hard against the backs of 
the seats, to stretch the arms to the rear as far as possible and to maintain good 
position of the head. 



Children standing in aisles, heels together, heads erect, chins in, chests 
raised and hands placed on hips. 

Exercise 

1. Deep, slow rhythmical breathing to the teacher's count. 

2. Children place one hand on the chest and try by deep breathing to see 
how high they can raise the hand. Change hands and repeat. 

3. Arms circle overhead to the teacher's count, the children all the while 
inhaling slowly. Exhale slowly and quietly or quickly and Avith force. The 
teacher's count should govern the manner in Vv^hich the exhaling is done. 

4. Arms sideward raising, height of shoulders while the children inhale. 
Slowly or quickly sink while they exhale. 

Select any one of these exercises and repeat several times during the 
period. 



44 



PHYSICAL EDUCATION COMPLETE 



IMAGINATION PLAYS FOR GRADE I 

(As far as possible use at the proper season of the year.) 

UNDERHAND BALL PITCHING 
The child stands with the left foot forward, knee straight, right knee well 
bent, left hand resting on the left leg near the knee, right hand extended to the 
rear. Extend right hand full length of arm to the front of the body, left knee 
bent and right knee straight. (Repeat in slow succession.) 

OVERHAND BALL THROWING 
The child stands with the left foot forward, knee straight, right knee well 
bent, left hand at left side, right hand raised at back of head. Extend the 
right hand full length of arm in an OVERHAND throwing movement, bend the 
left knee and keep the right knee straight. The right foot should now be- 
raised to the "tip-toe" position. (Repeat in slow succession.) 

"BATTER UP" 

The child stands with the feet apart, both hands clasped as if grasping a 
bat, the right on top of the left, both arms bent and drawn back over the right 
shoulder. Extend both arms to the front and left of the bod}^, left knee bent 
and the right foot raised to the ''tip-toe" position. (Repeat in slow succession.) 

VOLLEY BALL TOSSING 
The child stands with feet apart, left knee straight, right knee bent, both 
arms drawn back OVER THE RIGHT SHOULDER, hands open as if holding a 
large ball. Both hands are now extended in front of the chest and as far as. 
possible to the left of the body, as if tossing a heavy ball through the air, the 
left knee is bent, the right held straight and the feet kept firmly on the floor 
in the original position. (Repeat in slow succession.) 

DRIVING AWAY JACK FROST 

1. Warming the Hands. Rub the hands, palms together, passing the fin- 
gers of one hand into the palm of the other, alternating in quick succession,, 
then work the hands as if washing with soap. Clap the hands in rhythm with 
music, by the teacher's count or tap of bell: first, palms together, tips of fin- 
gers pointing forward; then with the right hand uppermost, tips of right 
fingers falling on left thumb, and, lastly, clap with the left hand uppermost, 
tips of left fingers falling on the right thumb. 

2. Warming the Feet. Hands are placed on the hips, then the feet go 
''Stamp, Stamp, Stamp," first left, right, left, etc., the feet being well raised 
to the rear. Change by lifting the feet in front of the body, knees raised high 
as the hips. (Music should not be fast for this portion of the exercise, though 
it may be much more so for the backward raising of the feet.) 

3. Warming the Body. Feet close together, arms raised the height of 
shoulders and extended to the sides, then brought with force across the chesty 
the right hand falling on the left shoulder and the left hand on the right 
shoulder. 



FOR SCHOOLS AND PLAYGROUNDS 



45 



WOOD CHOPPERS 

1. Chopping Down the Tree. The left foot is placed forward, the right 
slightly to the rear, left knee straight, right knee bent, both hands clasped as if 
grasping an ax handle, right hand over the left, and both hands draAvn BACK 
OVER THE RIGHT SHOULDER, eyes looking down as if Avatching the spot 
on the tree where the ax is about to fall. The hands are now lowered with 
force in front of the body and somewhat toward the left, the left knee is bent 
and the right straight. 

2. Sawing the Tree in Small Pieces. The child faces his chair, the left 
foot is placed upon it as if supporting the body on the tree he is about to saw 
into pieces, while the left hand grasps the upper or left hand end of the saw, 
the right the lower, or right hand end of the saw (hands about two feet apart), 
when to rhythmical counting or music he pushes down on "the saw" and raises 
it just as if sawing a log. The KNEES should bend, and not the back, as the 
<3hild pushes down on his saw. 

3. Splitting the Pieces. The child stands with feet apart, both hands 
clasped and close together as if grasping an ax handle and raised directly 
OVERHEAD. Bend the body backward and then lower the hands ciuickly and 
with force, as if splitting a piece of wood on the ground in front of the body. 

GARDENERS 

1. Clearing the Garden. The left foot is placed forward, knee bent, right 
foot to the rear and knee straight, hands clasped and extended forward as if 
grasping a rake handle. Now pull back to the right side of the body while the 
left knee is in the straight position and the right bent. Change after a few 
counts to the right foot forward, etc. (Repeat in slow succession.) 

2. Hoeing the Garden. The left foot is placed slightly in ach^ance of the 
right, both knees straight, the hands are clasped as if grasping a hoe handle, 
right in adA^ance of the left. Raise and loAver in quick succession to represent 
chopping moA^ements of the hoe. Reverse by placing the right foot forAvard 
and the left hand in advance of the right, etc. 

AT THE SEASHORE 

1. Swimming. Bend the arms in front of the chest, palms of the hands 
pressed together, fingers pointing forAvard. Stretch the arms forAvard as far as 
possible, turn the hands so that the backs of the thumbs and TWO FIRST 
FINGERS ONLY are touching. Noav push the arms to the sides, height of 
shoulders and to the rear as far as possible, then return the arms to the first 
position in front of the chest and repeat. 

2. Climbing Ropes. The right hand is clasped as if grasping the rope and 
raised high above the head, the left foot raised, head Avell bent backAvard and 
eyes looking to the ceiling. Pull doAvn Avith the right hand, loAver the left foot 
then raise the left hand and right foot. (Repeat in sIoav succession.) 



46 



PHYSICAL EDUCATION COMPLETE 



GATHERING ORANGES 



1. Picking Oranges. Raise on the tip-toes as high as possible, stretch the 
right hand high overhead, the head tipped back, and pick the orange. Repeat 
several times, then change to the left. 

2. Shaking the Orange Tree. The child stands with feet apart, hands are 
clasped in front of the body, the right above the left. Trunk is bent alter- 
nately to the right and left. 



The stories used in First Grades should be short, with but few changes, 
however, the breathing exercises should be given plenty of drill. If used for 
Second Grades much more active work should be done by providing several 
different changes. 

By the use of simple gymnastic stories, which the children enjoy acting, 
we are enabled to start them on their way toward the more formal lessons 
which follow. 

A Nutting Trip, as given below, is but a suggestion for teachers who are 
interested in the work of these grades. The length of the story must, of course, 
depend upon the time allowed and should be easily completed in one period. 

(Note: As soon as the children have the idea, it is well to drop as much 
of the story-telling as possible, thus gradually having them accomplish more 
and more along the line of the various exercises.) 



GYMNASTIC STORIES FOR GRADE I 



NUTTING TRIP ( 

A VISIT TO THE FARM ( 

A VISIT FROM SANTA GLAUS ( 

FIRE DRILL ( 



(use in October) 
( " " November) 



( December) 

( " " January) 

{ " " February) 

{ " " March) 



PLAYING SOLDIER ( 
SPRING-TIME ( 



A NUTTING TRIP 



ATTENTION! 

To-day we are going to the woods 
to gather nuts. 



(The children assume the position of 
ATTENTION, heels together, hands 
at their sides, chests raised and 
heads erect.) 



We will have to run some for we 
have quite far to go. 



(Children place hands on hips and to 
the count ''1, 2, 3, Run!" they run 
in place, to the teacher's rhythmical 
counting.) 



We must run faster, faster, faster, 
now slower, slower, slower and 
HALT ! 



(See that they raise their feet well 
during all the running.) 



FOR SCHOOLS AND PLAYGROUNDS 



47 



I think we ought to rest a little bit 
for that was a long run. Let us all 
take a deep breath, another one, an- 
other and still another. 

Here we are at the brook ! We 
must make a big jump or some one 
is going to get wet. Ready ! One ! 
Two ! Three ! and over we go ! 



Now, come with me, for we have 
such a big hill to climb and every 
one of us make high steps or we are 
not going to reach the top. 

I can see the trees ahead, not very 
far. Let us have a race to see who 
will reach them first. 



That was certainly a long race and 
I think we will have to rest a little 
and take some deep breaths before 
we can gather any nuts. 

Now, we are rested and all ready, 
I am sure, to gather some of these 
splendid nuts. Let us pick the ones 
off the ground first. 



(Teach the children to take plenty of 
air in their lungs during all breath- 
ing exercises.) 

(Before jumping the brook the chil- 
dren stand with heels together, 
hands on hips, bodies erect and at 
the count 1, raise their heels, 2, 
bend their knees and at 3, jump a 
distance of from fourteen to sixteen 
inches. Care should be used to in- 
struct them to land on their toes and 
spring to position instead of landing 
on their feet squarely.) 

(The children raise, first, the left 
knee, then the right, continuing as 
many times as seems wise, encourag- 
ing them all the while to raise their 
knees as high as possible.) 

(The starting command is given and 
the imaginary race is on, of course 
all the while the children are run- 
ning in their own places. Here you 
will find ample opportunity to cor- 
rect poor postures, for in their ex- 
citement they are apt to bend over.) 

(All take several deep breaths.) 



(At the count 1, they bend knees, 
while a count from 1-8 is given for 
them as they gather nuts with the 
left hand. Same for the right. Here, 
they should be taught to keep their 
backs as straight as possible, the 
body well balanced, the heels being 
off the floor. The movement for 
picking up the nuts should be made 
toward the side rather than the front 
of the body.) 



PHYSICAL EDUCATION COMPLETE 



48 

All lip, and see if we cannot get 
some off the trees, but we must 
reach for them. 



If we stand on tip-toe we can get 
those large ones up there. 



I think it is time for some deep 
breaths after all that work. 

Before we start for home let us 
play we are big, black crows, the 
same as those we saw sitting so 
quietl}^ on the fence when we were 
climbing the hill. 



And let us all be little rabbits, too. 



And — away, go all the little rab- 
bits over the hill. 



It is growing late and we must 
hurry home. I believe we can run 
all the way if we take the short 
path. All ready? Then away we go! 

Well, here we are at the gate and 
now for a few deep breaths before 
we say 'Good-bye.' " 



(They begin picking from the trees 

by raising the hand well up over the 

head, while the teacher counts eight 

as they pick with the left hand and 

the same for the right.) 
* 

(The children raise their heels well 
off the floor and continue to pick to 
the count, first for the left and then 
the right hand.) 

(All take deep breaths.) 

(All place hands on hips and at the 
command, raise the left foot, the 
weight of the bod}" being placed on 
the right foot. This position is held 
for several seconds, when the left is 
placed on the floor and the right one 
raised, Avhile the left bears the 
weight of the body. They soon learn 
to maintain a balance for quite a 
little time.) 

(Hands are placed on hips, heels to- 
gether and at the count 1, the heels 
are raised, count 2, the knees are 
bent, the backs to be kept as straight 
as possible, and heads erect. While 
in this position, the command is given 
for all the little rabbits to look first 
to the left, and then to the right, re- 
peating as often as desired.) 

(The children make one or two hop- 
ping movements, jumping twelve or 
fourteen inches in imitation of the 
rabbits hopping over the hill — after 
which, bring them to the standing 
position again.) 

(Children place hands on hips and at 
the command, run in place according 
to the count given.) 

(All take several deep breaths, ac- 
cording to the teacher's commands.) 



FOR SCHOOLS AND PLAYGROUNDS 



49 



The following outlines of gymnastic stories are given for the purpose of 
assisting teachers to form their stories for the children of the First Grade. 

A VISIT TO THE FARM 
We are going to visit in the country for a week. 
Must run to catch the train. 
Climb up the steps. 
Deep breaths to rest. 

Imitate the bell at starting, the sound of the train in motion 

and whistle. 
Arrive at the station. 
Jump from the train. 
Climb into the carriage. 

Imitate the prancing, proud steps and slow trots of the 

horses on the way from the station to the house. 
The farm is reached. 
Jump from the carriage. 
Eun into the house. 
Deep breaths to rest. 

A VISIT FROM SANTA CLAUS 
Santa Claus has a long ways to come, so his reindeer must 

travel fast. 
Climb up and get on the house-top. 
Deep breaths. 

Santa Claus is so big he has to "squirm and squirm" to get 
dow^n the chimney. 

(Let the children suggest the toys that go 
in the stocking and then imitate them.) 
Climb and climb out of the chimney. 
Deep breaths. 

Reindeer run, and more - - - 
Deep breaths. 

FIRE DRILL 

Sound of the fire bell. 

Arrange in groups of six or eight, plenty of distance, for 

the horses. 
Run to the fire. 
Climb the ladder. 
Draw up the hose. 

Deep breaths, exhale, making swishing noise as they bend at 
the waist and turn the water on the fire. 
■ Down the ladder. (Bend alternately to the right and left • 
side as though going down the ladder.) 
Horses slow trot back to the hose house, legs raised high. 
Deep breaths. 



50 



PHYSICAL EDUCATION COMPLETE 



PLAYING SOLDIER 
Patriotic suggestions of soldier movements. 
Formal drill. 
Marching- 
Flag waving. 
Salute, etc. 

SPRING-TIME 
All represent little seeds. 

Seeds are planted. (Deep knee bending for this.) 

The seeds are going to grow to be great trees, taller and 
taller, then - - - 

The branches and little leaves appear. 

(In this exercise the children come from the low, deep 
knee-bending exercise, gradually to the tallest they can 
make themselves by standing on tip-toe and the up- 
ward stretching of their hands to imitate the leaves.) 

Wind shakes the trees and leaves. 

A great storm. 

Grows calmer and - - - 

All is still. 

Deep breaths. 



GYMNASTIC LESSONS 

(Note: The order Class— ATTENTION ! " is to be given at the begin- 
ning of each exercise and. the order "In Place — REST!" at the close of each 
as it is completed.) 

The class should be called to ''ATTENTION!" within a period of from 
five to ten seconds after the order ''In Place — REST!" has been given, other- 
wise the work becomes a drag and no benefit is derived therefrom. 

Each set of exercises should be given a sufficient number of times to allow 
a pupil to become familiar with it in a little while and to permit of each set ac- 
complishing the results we are after, however, it should be borne in mind that 
it jis harmful to overdo the lesson. These things must be left to the good judg- 
ment of the leader, the teacher. 

Plenty of deep breathing exercises should be introduced throughout the 
lesson, whether the lesson, as planned, calls for them or not. Especially are 
these exercises necessary after the more strenuous portion of the work, such afs 
all jumping exercises or folk dancing. 

ANALYSIS OF AN EXERCISE 
Hips— FIRM ! Feet sideward— PLACE ! 1, 2. 

Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— SINK ! 
1, 2, 3, 4, etc. POSITION! 

Hips — FIRM ! Feet sideward — PLACE ! 1, 2, are commands used to place 
the body in the accurate position for the exercise which follows : 



FOR SCHOOLS AND PLAYGROUNDS 



51 



Exercise. Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— 
SINK! 

The exercise may be given to the count 1, 2, 3, 4 and repeated as often 
as the teacher thinks best. 

POSITION ! is the command which completes or closes this particular 
exercise, and so it is with all the others. 



. TEN LESSONS IN GYMNASTICS FOR GRADE I 

(Repeat All Exercises Several Times) 

For April, May and June 

Lesson I. 10 Minutes Twice Daily — 1st Week. 

Class— ATTENTION! 
In Place— REST ! 

Breathe, closing nostrils alternately by pressing 

forefinger ON the side of the nose. 

Smelling flowers — both nostrils open. 
(Note: Be sure mouths are closed.) 

GAME- SQUIRREL AND NUT 

Lesson II. 10 Minutes. Twice Daily — 2nd Week. 

Class— ATTENTION ! 
Feet— CLOSE! 
Feet— OPEN ! 
In Place— REST ! 

Breathe looking at the leaves on the trees. 
GAME— HIDE THE THIMBLE 

Lesson III. 10 Minutes. Twice Daily — 3rd Week. 

Class— ATTENTION ! 
Feet— CLOSE ! 
Feet— OPEN ! 
Hips— FIRM! 

Breathe to the slow count 1, 2, 3, 4, 5. 

GAME— BEAN BAGS LEFT AND RIGHT 

Lesson IV. 10 Minutes. Twice Daily— 4th Week. 

Class— ATTENTION ! 
In Place— REST ! 
Hips— FIRM ! 
Neck— FIRM! 

ATTENTION or POSITION ! 

Breathe — Arms sideward raise height of shoulders. 
Arms sink as children exhale. 
GAME— BASKET BEAN BAG TOSS 



52 



PHYSICAL EDUCATION COMPLETE 



Lesson V. 10 Minutes. Twice Daily— 5th Week. 

Class— ATTENTION ! 

Hips— FIRM ! 

In Place— REST ! 

Head backward — PULL ! 

Head return to— POSITION ! 

Arms forward raise and INHALE ! 

Arms sideward lower and EXHALE ! 

GAME— FOX AND DUCKS 

Lesson VI. 10 Minutes. Twice Daily— 6th Week. 

Class— ATTENTION ! 
Forward— DRESS ! POSITION! 
Sideward— DRESS ! POSITION' 
In Place— REST ! POSITION ! 
Hips— FIRM— INHALE ! 

EXHALE! 
MARCH ABOUT THE ROOM 

Lesson VII. 10 Minutes. Twice Daily— 7th Week. 

Class— ATTENTION ! 
Hips— FIRM ! 
POSITION! 

In Place— REST ! POSITION ! 

Arms sideward — RAISE ! 

Arms upward — RAISE! (Palms facing). 

Arms lower. 

Breathe, smelling flowers. 
GAME— PLAY TROTTING HORSES ABOUT THE ROOM 

Lesson VIII. 10 Minutes. Twice Daily— 8th Week. 

Class— ATTENTION ! 

Forward— DRESS ! POSITION ! 

Left foot forward— PLACE ! 

Foot— REPLACE ! 

Right foot forward— PLACE ! 

Foot— REPLACE! 

Hips firm and— INHALE ! 

EXHALE! 
POSITION! 



GAME— THE LOST CHILD 



FOR SCHOOLS AND PLAYGROUNDS 



53 



Lesson IX. 10 Minutes. Twice Daily— 9th Week. 

Class— ATTENTION ! 
In Place— REST ! 
POSITION! 

Left foot sideward— PLACE! 

Left foot— REPLACE ! 

Repeat — right foot. 

Breathe to the count 1, 2, 3, 4, 5. 

Exhale to the count of 1, 2, 3, 4, 5. 

GAME— THE JOLLY MILLER 

Lesson X. 10 Minutes. Twice Daily— 10th Week. 

Class— ATTENTION ! 

In Place— REST ! 

POSITION ! 

Arms upward — BEND ! 

Arms sideward— STRETCH ! 

POSITION ! 

Arms sideward — raise and INHALE ! 
Arms lower and EXHALE ! 

GAME— ''ON MY AVAY TO SCHOOL" 



TWENTY LESSONS IN GYMNASTICS FOR GRADE II 
(Repeat All Exercises Several Times) 

Lesson I. 10 Minutes. Twice Daily — 1st Week. 

Class— ATTENTION ! 
In Place— REST ! 
POSITION ! 
Forward— DRESS ! 
POSITION ! 
Sideward— DRESS ! 
POSITION ! 

Arms sideward raise and INHALE ! 

Arms lower and EXHALE ! 

GAME— BLACKBOARD RELAY RACE NO. 1 

Lesson II. 10 Minutes. Twice Daily — 2nd Week. 

Class— ATTENTION ! 
Hips— FIRM ! 
Feet— CLOSE ! 
Feet— OPEN ! 
POSITION ! 
In Place— REST ! 



54 



PHYSICAL EDUCATION COMPLETE 



POSITION ! 

Arms overhead circle and INHALE ! 
Arms lower and EXHALE ! 

GAME— WASTE BASKET TOSS 

Lesson III. 10 Minutes. Twice Daily— 3rd Week. 

Class— ATTENTION ! 

Arms upward — BEND ! 

Arms downward— STRETCH ! 

Hips— FIRM ! 

POSITION! 

Forward— DRESS ! 

POSITION! 

Arms sideward and upward raise and INHALE ! 
Arms lower and EXHALE ! 

GAME— HUCKLE, BUCKLE, BEANSTALK 

Lesson IV. 10 Minutes. Twice Daily— 4th Week. 

Class— ATTENTION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

Hips— FIRM ! 

Feet sideways— PLACE ! 

(Begin with the left foot and count 1, 2.) 
Feet together— PLACE ! 

(Begin with the left foot and count 1, 2.) 
POSITION! 

Hips firm and INHALE ! (Count 1). 

EXHALE! (Count 2). 

POSITION ! 

GAME— RING TOSS 

Lesson V. 10 Minutes. Twice Daily— 5th Week. 

Class— ATTENTION ! 
Arms forward — RAISE ! 
Arms downward — SINK! 
Hips— FIRM! 
Feet— CLOSE ! 
Feet— OPEN! 
POSITION! 

Arms overhead and circle AND INHALE ! 
Arms lower AND EXHALE ! 

GAME— TOUCH 



FOR SCHOOLS AND PLAYGROUNDS 



55 



Lesson VI. 10 Minutes. 

CLass— ATTENTION! 
Forward— DRESS ! 
Sideward— DRESS ! 
POSITION ! 

Arms sideward — RAISE ! 
Arms downward — SINK! 

Hips firm AND INHALE to the count 1, 2, 3, 
HOLD to the count 1, 2, 3, 
EXHALE to the count 1, 2, 3, 
GAME— SIMON SAYS 



Twice Daily— 6th Week. 



Lesson VII. 10 Minutes. Twice Daily— 7th Week. 

Class— ATTENTION ! 
Arms forward — BEND ! 
POSITION ! 

Arms sideward — DRESS ! 
POSITION ! 

Arms overhead circle AND INHALE to the count 1, 2, 3, 4, 5. 
Arms lower AND EXHALE to the count 1, 2, 3, 4, 5. 

OAME— THE LOST CHILD 



Lesson VIII. 10 Minutes. 

Class— ATTENTION ! 
Arms upward — BEND ! 
POSITION ! 
Hips— FIRM! 
Heels— RAISE ! 
Heels— SINK! 
POSITION ! 

Shoulders backward move AND INHALE! 
Shoulders to position AND EXHALE! 

GAME— BEAN BAG SIX 



Twice Daily— 8th Week. 



Lesson IX. 10 Minutes. Twice Daily— 9th Week. 

Class— ATTENTION ! 
Arms forward and upward — RAISE ! 
Arms forward and downward — SINK! 
Hips— FIRM ! 

Feet sideways— PLACE ! 

(Begin with the left foot and count 1, 2). 
Feet together— PLACE ! 

(Begin with left foot and count 1, 2). 
POSITION ! 



56 



PHYSICAL EDUCATION COMPLETE 



Inhale slowly to the count 1, 2, 3, 4, 5. 
Exhale slowly to the count 1, 2, 3, 4, 5. 

GAME— BEAN BAG— PASS 

Lesson X. 10 Minutes TV/ice Daily — 10th Week. 

Class— ATTENTION ! 

Hips— FIRM! 

POSITION! 

Feet— CLOSE! 

Feet— OPEN ! 

Arms upward — BEND ! 

POSITION ! 

Arms forward and upward raise AND INHALE ! 
Arms forward and downward sink AND EXHALE! 

GAME— CHANGING SEATS 

Lesosn XI. 10 Minutes. Twice Daily — 11th Week. 

Class— ATTENTION ! 
Arms forward — BEND ! 
POSITION ! 

Arms overhead — CIRCLE (Count 1). 
Arms lower (Count 2). 

Hips— FIRM! 
Heels— RAISE! 
Heels— SINK ! 
POSITION ! 

Shoulders backward move AND INHALE ! 
Shoulders to position AND EXHALE ! 

GAME— CIRCLE BEAN BAG TOSS NO. 1 

Lesson XII. 10 Minutes. Twice Daily— 12th Week. 

Class— ATTENTION ! 
Arms upward — BEND ! 
Arms sideward— STRETCH ! 
POSITION ! 

Feet sideward— PLACE ! 

(Begin with the left foot and count 1, 2.). 
Feet together— PLACE ! 

(Begin with the left foot and count 1, 2). 
Arms overhead circle AND INHALE! 
Arms lower AND EXHALE ! 



GAME— TICK, TACK, TOW 



FOR SCHOOLS AND PLAYGROUNDS 



57 



Lesson XIII. 10 Minutes. Twice Daily— 13th Week. 

Class— ATTENTION ! 
Left foot forward— PLACE ! 
Foot— REPLACE ! 
Arms upward — BEND ! 
Arms upward— STRETCH ! 
POSITION ! 

INHALE slowly to the count 1, 2, 3, 4, 5, 6, 7, 8. 
EXHALE slowly to the count 1, 2, 3, 4, 5, 6, 7, 8. 
SKIP ABOUT THE ROOM 

Lesson XIV. 10 Minutes. Twice Daily— 14th Week. 

Class— ATTENTION ! 

Forward— DRESS! 

POSITION! 

Sideward— DRESS ! 

POSITION ! 

Arms upward — BEND ! 

Arms downward— STRETCH ! 

Arms sideward raise AND INHALE ! 

Arms lower AND EXHALE ! 

OAME— '^ON MY WAY TO SCHOOL" 

Lesson XV. 10 Minutes. Twice Daily— 15th Week. 

Class— ATTENTION ! 

I-eft foot forward— PLACE ! 

Foot— REPLACE ! 

Right foot forward— PLACE ! 

Foot— REPLACE ! 

In Place— REST ! 

POSITION ! 

Arms forward — BEND ! 
POSITION! 

Arms sideward and upward raise AND INHALE ! 
Arms lower AND EXHALE ! 

GAME— BEAN BAGS LEFT AND RIGHT 

Lesson XVI. 10 Minutes. Twice Daily— 16th Week. 

Class— ATTENTION ! 

Arms forward — BEND ! 

Arms sideward — FLING! 

POSITION ! 

In place— REST ! 

Flips- FIRM ! 

Heels— RAISE ! 



58 



PHYSICAL EDUCATION COMPLETE 



Heels— SINK ! 

Arms overhead circle AND INHALE ! 
Arms lower AND EXHALE ! 

MARCH ABOUT THE ROOM 

Lesson XVII. 10 Minutes. Twice Daily— 17th Week. 

Class— ATTENTION I 

Feet— CLOSE! 

Feet— OPEN ! 

Hips— FIRM ! 

POSITION ! 

Neck— FIRM ! 

POSITION ! 

Arms upward — BEND ! 

Arms sideward— STRETCH! 

INHALE to the count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 
EXHALE to the count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 
GAME— HIDE THE THIMBLE 

Lesson XVIII. 10 Minutes. Twice Daily— 18th Week. 

Class— ATTENTION ! 

Forward— DRESS ! 

Sideward— DRESS ! 

Arms upward — BEND ! 

Arms sideward— STRETCH ! 

POSITION ! 

Hips^FIRM ! 

Head backward — PULL ! 

Head return to POSITION ! 

Arms overhead circle AND INHALE! 

Arms lower AND EXHALE ! 

SKIP ABOUT THE ROOM 

Lesson XIX. 10 Minutes. Twice Daily— 19th Week. 

Class— ATTENTION! 

Left foot forward— PLACE ! 

Feet change (Count 1, 2). 

POSITION! 

In Place— REST ! 

Hips— FIRM ! 

Heels— RAISE ! 

Heels— SINK! 

Arms forward and upward raise AND INHALE ! 

Arms lower AND EXHALE ! 

RUNNING IN PLACE (Count 20, sections of 5). 



FOR SCHOOLS AND PLAYGROUNDS 



59 



Lesson XX. 10 Minutes. Twice Daily— 20th Week. 

Class— ATTENTION ! 

Arms upward — BEND ! 

Arms backward— STRETCH ! 

POSITION ! 

In Place— REST ! 

Hips— FIRIM ! 

Neck— FIRM ! 

Feet sideways— PLACE ! 

(Begin with the left foot and count 1, 2). 
Feet together— PLACE ! 

(Begin with the left foot and count 1, 2). 
Inhale to the count 1, 2, 3, 4, 5, 6, 7, 8. 
Exhale to the count 1, 2, 3, 4, 5, 6, 7, 8. 

CAME— SQUIRREL AND NUT. 



TWENTY LESSONS IN GYMNASTICS FOR GRADE III 

(Repeat all exercises several times.) 

Lesson I. 10 Minutes. / Daily — 1st Week. 

Class— ATTENTION ! 
In place— REST ! 
Feet— CLOSE! 
Feet— OPEN ! 
ATTENTION! 
Hips— FIRM! 
Deep breathing. 
POSITION! 

GAME— BLACK BOARD RELAY RACE. 

Lesson II. 10 Minutes. Daily— 2nd Week. 

Class— ATTENTION ! 
Feet— CLOSE ! 
Feet— OPEN ! 
In place— REST ! 
ATTENTION ! 
Hips— FIRM ! 
Neck— FIRM ! 

CHANGE! CHANGE! POSITION! 
Deep breathing. 

GAME— OCCUPATION. 



60 



PHYSICAL EDUCATION COMPLETE 



Lesson III. 10 Minutes. Daily — 3rd Week. 

Class— ATTENTION ! 
In place— REST ! 
POSITION ! 
Hips— FIRM ! 

Left foot forward— PLACE ! REPLACE ! 
Right foot forward— PLACE ! REPLACE 1 
POSITION ! 
Deep breathing. 

SLOW MARCHING ABOUT THE ROOM. 



Lesson IV. 10 Minutes. Daily— 4th Week. 

Class— ATTENTION! 

Feet— CLOSE ! Feet— OPEN ! 

Hips— FIRM! POSITION! 

In place— REST ! POSITION ! 

Arms sideways — RAISE ! 

Arms— LOWER! 

Left foot sideward— PLACE ! 

REPLACE! Same with the right. 

Arms overhead circle AND INHALE ! 

Arms lower AND EXHALE ! 

GAME— SIMON SAYS. 



Lesson V. 10 Minutes. Daily— 5th Week. 

Class— ATTENTION ! 
Hips— FIRM! POSITION! 
Neck— FIR]\I ! 
Feet— CLOSE! 
Feet— OPEN ! 
POSITION ! 

Arms sideward raise AND INHALE ! 
Arms lower AND EXHALE ! 

SKIP ABOUT THE ROOM. 



Lesson VI. 10 Minutes. Daily— 6th Week. 

Class— ATTENTION ! In place— REST ! 
POSITION ! Head— FIRM ! 
Hips— FIRM ! Heels— RAISE ! 
Heels— SINK ! POSITION ! 



GAME— FOLLOAV THE LEADER. 



FOR SCHOOLS AND PLAYGROUNDS 



61 



Lesson VII. 10 Minutes. Daily — 7th Week. 

Class— ATTENTION ! Feet— CLOSE ! 
Feet— OPEN ! In place— REST ! 
POSITION ! Hips— FIRM ! 
Heels— RAISE ! Heels— SINK ! 
POSITION ! 

Arms sideways— RAISE ! Arms— SINK! 
Deep breathing. 

(Inhale as arms are raised slowly 

sideways and exhale as arms sink.) 

Lesson VIII. 10 Minutes. Daily— 8th Week. 

Class— ATTENTION ! Hips— FIRM ! 
Head— FIRM! POSITION! 
Hips— FIRM ! Heels— RAISE ! 
Knees— BEND! Knees— STRETCH ! 
Heels— SINK! POSITION! 

SKIP ABOUT THE ROOM. 
DEEP BREATHING. 

Lesson IX. 10 Minutes. Daily— 9th Week. 

Class— ATTENTION ! 

Feet— CLOSE ! Feet— OPEN ! 

Hips— FIRM ! Head firm and heels— RAISE ! 

Heels— SINK ! POSITION ! 

Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 

GAME— PUSSY WANTS A CORNER. 

Lesson X. 10 Minutes. Daily— 10th Week. 

Class— ATTENTION! 

Hips— FIRM ! POSITION ! 

Head firm and feet— CLOSE ! 

Feet— OPEN! POSITION! 

Hips— FIRM! Feet sideways— JUMP ! 

Hands and feet quickly— POSITION ! 

(Hands are brought quickly to sides as 
the pupil jumps to the original position.) 

Deep breathing. 

GAME— HOPPING RELAY RACE. 



Lesson XI. 



10 Minutes. 

Class— ATTENTION ! 
Hips— FIRM ! 



Daily— 11th Week. 



62 



PHYSICAL EDUCATION COMPLETE 



Feet— CLOSE ! Feet— OPEN ! 
Left foot forward— PLACE ! 
REPLACE ! 

Right foot forward— PLACE ! 
EEPLACE! 

Arms sideways — RAISE ! Arms — SINK ! 
Deep breathing. 

MARCH ABOUT THE ROOM. 

Lesson XII. 10 Minutes. Daily— 12th Week. 

Class— ATTENTION ! 
In place— REST ! 
Hips— FIRM ! 

Left foot sideways — PLACE! 
Foot— REPLACE ! 
Right foot sideways— PLACE ! 
Foot— REPLACE ! 
POSITION ! 

Head firm and left foot sideways — PLACE ! 
Foot replace and hands— POSITION ! 
Repeat with right. 

BEAN BAG OVERHEAD— PASS. V. 

Lesson XIII. 10 Minutes. Daily— 13th Week. 

Class— ATTENTION ! 

Feet— CLOSE! Feet— OPEN! 

Hips— FIRM ! 

Left foot backward— PLACE ! 
Foot— REPLACE ! 
Right foot backward— PLACE ! 
Foot— REPLACE ! 

Head backward— PULL ! Head to— POSITION! 
Repeat, counting 1, 2, etc. 
POSITION ! 
Deep breathing. 
FOLK DANCE— DANISH DANCE OF GREETING. 

Lesson XIV. 10 Minutes. Daily— 14th Week. 

Class— ATTENTION! 

Head backward— PULL ! Head to— POSITION ! 

Repeat, counting 1, 2, etc. 

Arms upward— BEND ! POSITION ! 

Arms upward — BEND! (Count 1.) 

Arms sideways— STRETCH! (Count 2.) 



FOR SCHOOLS AND PLAYGROUNDS ' 63 

BEND! 1— STRiETCH! 2— etc. , 
POSITION ! 
Deep breathing. 

MARCHING ABOUT THE ROOM. 

Lesson XV. 10 Minutes. Daily— 15th Week. 

Class— ATTENTION ! Hips— FIRM ! 

Head— FIRM! POSITION! 

Hips firm and feet sideways — JUMP ! 

Hands and feet quickly— POSITION 1 

Arms forward — BEND ! Arms sideways — FLING ! 

BEND! FLING! BEND! FLING! 

POSITION ! 

Deep breathing. 

GAME— CIRCLE BEAN BAG TOSS. 

Lesson XVI. 10 Minutes. Daily— 16th Week. 

Class— ATTENTION ! 

Mark time— MARK ! 1, 2, 1, 2, etc. 

Class— HALT ! 1, 2. 

Hips firm and heels — RAISE ! 

Quick mark time— MARK! 1, 2, 1, 2, etc. 

Class— HALT! 1, 2. POSITION! 

Hips firm and feet— CLOSE ! 

Deep breath and head backward — PULL ! 

Head to— POSITION! Repeat, counting 1, 2, etc. 

Hands and feet quickly— POSITION ! 

Slow, deep breathing. 

GAME^CAT AND MICE. 

Lesson XVII. 10 Minutes. Daily— 17th Week. 

Class— ATTENTION ! 
Hips— FIRM! Head— FIRM! 
POSITION! 

Hips firm and feet sideways — JUMP ! 
Trunk forward— BEND ! RAISE! 
BEND! RAISE! 

Hands and feet quickly— POSITION ! 

In place— REST! 

POSITION! 

MARCHING ABOUT THE ROOM. 

Lesson XVin. 10 Minutes. Daily— 18th Week. 

Class— ATTENTION! 
Hips— FIRM ! 



64 



PHYSICAL EDUCATION COMPLETE 



Left foot backward— PLACE ! Foot— REPLACE ! 
Right foot backward— PLACE ! Foot— REPLACE ! 
Left foot backward— PLACE ! 
Feet— CHANGE ! 1, 2. 
POSITION ! 

Arms forward— BEND ! FLING! BEND! FLING! 
POSITION ! 

Hips firm and with a deep breath chest — RAISE ! 
Chest— SINK ! RAISE ! SINK ! 

GAME— CROSSING THE BROOK. 



Lesson XIX. 10 Minutes. Daily— 19th Week 

Class— ATTENTION ! Hips— FIRM ! 
Head to the left— TWIST ! Forward— TWIST ! 
Head to the right— TWIST ! Forward— TWIST ! 
POSITION ! 

Arms sideways — RAISE ! 

Fingers— CLOSE ! OPEN! CLOSE! OPEN! 

POSITION! Hips— FIRM! 

With a deep breath, head backward — PULL ! 

Head to— POSITION ! Count 1, 2, etc. 

POSITION ! 

Deep breathing. 

GAME— SQUIRREL AND NUT. 

Lesson XX. 10 Minutes. Daily— 20th Week 

Class— ATTENTION ! 
Hips— FIRM ! 

Left foot sideways— PLACE ! 

Foot— REPLACE ! 

Repeat with the right. 

Arms upward — BEND! (Count 1.) 

Arms upward— STRETCH! (Count 2.) 

BEND! 1— STRETCH! 2— etc. 

POSITION ! 

Hips firm and heels — RAISE ! 
Knees— BEND! Knees— STRETCH ! 
Heels— SINK ! and POSITION ! 
' ^ Deep breathing. 

GAME— BEAN BAG OVERHEAD PASS. 



FOR SCHOOLS AND PLAYGROUNDS 



65 



TWENTY LESSONS IN GYMNASTICS FOR GRADE IV 

(Repeat all exercises several times.) 
Lesson I. 10 Minutes. Daily— 1st Week. 

Class— ATTENTION ! In place— REST ! ATTENTION ! 
Feet— CLOSE ! Feet— OPEN ! 

Arms upward — BEND! (Count 1.) 
Arms downward— STRETCH ! (Count 2.) 
BEND! (1) STRETCH! (2) 
POSITION ! 

Arms forward— BEND ! FLING! (Count 1, 2, etc.) 
POSITION ! 

With a deep breath, head backward — PULL ! 
Head to position and — EXHALE ! 

GAME— HORNS. 

Lesson II. 10 Minutes. Daily— 2nd Week. 

Class— ATTENTION ! In place— REST ! ATTENTION ! 
Feet— CLOSE ! Feet— OPEN ! 

Hips firm and feet sideways — JUMP ! 

Hands and feet quickly— POSITION ! ^ 

Hips— FIRM ! Trunk forward— BEND ! 
RAISE! (Count 1.) BEND! (Count 2.) Etc. 
POSITION ! 

Arms upward — BEND! (Count 1.) 

Arms sideways— STRETCH ! (Count 2.) 

BEND! (1) STRETCH! (2) BEND! (1) STRETCH! (2) 

POSITION ! 

Arms upward— BEND ! (Count 1.) 
Arms downward— STRETCH ! (Count 2.) 

BEND! (1) STRETCH! (2) Etc. POSITION! 
Hips— FIRM ! 

With a deep breath, head backAvard — PULL ! 
Head to position and EXHALE ! 

FOLK DANCE— SHOEMAKERS' DANCE. 

Lesson III. 10 Minutes. Daily— 3rd Week. 

Class— ATTENTION ! Left— FACE ! (Count 1 ! 2 !) 
Hips— FIRM ! Feet sideways— JUMP ! 

Heels— RAISE ! Spriug, jump, ready— GO ! 1, 2. 1, 2, etc. 

(Children jump from the astride to the 

fundamental, then to astride position, etc.) 
Class— HALT! 1. 2, 3. POSITION! 



66 



PHYSICAL EDUCATION COMPLETE 



With a deep breath, arms sideways — RAISE! SINK! 1, 2, etc. 
(As the arms sink, children exhale.) 

GAME BEAN BAG ACROSS THE AISLE— TOSS ! 

Lesson IV. 10 Minutes. Daily— 4th Week. 

Class— ATTENTION ! Right— FACE ! (Count 1, 2.) 
Left— PACE ! 1, 2. 

Arms forward— BEND ! FLING ! Etc. ' POSITION ! 

Hips— FIRM ! Left foot— RAISE ! 

Foot downward — PLACE ! 

Repeat with the right. POSITION! 

Hips— FIRM! Feet sideways— PLACE ! (Left, count 1, R-2.) 
Knees— BEND! Knees— STRETCH ! POSITION! 

Mark time— MARK! 1,2. 1,2. 1,2. Etc. 
Class— HALT ! 1, 2. 

With a deep breath, arms forward, upward — RAISE ! 
Slowly exhale and downward — SINK! 

Lesson V. 10 Minutes. Daily— 5th Week. 

Class— ATTENTION! 

Left— FACE ! 1, 2, etc. 

Right— FACE! 1,2. 1,2. Etc. 

In place— REST ! Class— ATTENTION ! 

Beginning with the left foot, alternate. 

Heels— RAISE! SINK! (Count 1, 2. 1,2. Etc.) 

Class— HALT! POSITION! 

Feet— CLOSE ! Arms upward— BEND ! 

Arms upward— STRETCH ! BEND ! STRETCH ! POSITION ! 
Hips firm and deep breathing. 

Lesson VI. 10 Minutes. Daily— 6th Week. 

Class— ATTENTION! 

Left about— FACE ! 1, 2. Etc. 

Hips firm and feet sideways — JUMP ! 

Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 

Arms sideways raise and heels — RAISE i 
Arms and heels — SINK ! 

Hips— FIRM ! 

With a deep breath, head backward — PULL ! 
Head to position and EXHALE ! 

GAME— SCHOOL ROOM TAG. 



FOR SCHOOLS AND PLAYGROUNDS 



67 



Lesson . VII. 10 Minutes. Daily— 7th Week. 

Class— ATTENTION ! Right about— FACE ! 1, 2. 1, 2. Etc. 

Hips— FIRM ! Feet sideways— JUMP ! 

Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 

Hands and feet quickly— POSITION ! 

In place— REST ! 

Arms forward — BEND ! 

Arms sideways fling and heels — RAISE ! 

BEND! FLING! Etc. 

Hands and feet quickly— POSITION ! 

Hips firm and slow, deep breathing. 

GAME— '^I SAY STOOP!" 



Lesson VIII. 10 Minutes. Daily— 8th Week. 

Class— ATTENTION ! 
Left about— FACE ! 1, 2. 
Right about— FACE ! 1, 2. 

Hips firm and feet sideways — JUMP ! 
Left hip and right neck— FIRM ! 
CHANGE! CHANGE! Etc. POSITION! 

Arms sideways— RAISE ! Hands— TURN! 
Arms upward — RAISE! Arms sideways — SINK! 
Hands— TURN! POSITION! 

SKIP ABOUT THE ROOM. 

DEEP BREATHING. 

Lesson IX. 10 Minutes. Daily — 9th Week. 

Class— ATTENTION ! 

One step forward— MARCH ! (Left, right.) ' , 

Left— FACE ! 1, 2. 

One step to the left— MARCH ! 

Left— FACE! 1, 2. 

Left— FACE! 1, 2. 

Left— FACE! 1, 2. 

In place— REST ! POSITION ! 

Alternate toe-raising— RAISE ! 1,2. 1,2. 1, 2. 
Class— HALT! POSITION! 



68 



PHYSICAL EDUCATION COMPLETE 



Hips firm and feet— CLOSE ! 

Heels— RAISE! SINK! RAISE! SINK! POSITION! 

Arms forward, upward — RAISE! SINK! 
(Inhale as raise and exhale as lower.) 

Lesson X. 10 Minutes. Daily — 10th Week. 

Class— ATTENTION ! 

Four steps forward, beginning with the left foot — MARCH ! 1, 2, 3, 4. 

Right about— FACE ! 1, 2. 

Four steps forward— MARCH ! 1, 2, 3, 4. 

Right— FACE ! 1,2. Right— FACE ! 1,2. 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 
POSITION ! 

Arms sideways and downward — STRETCH! 1, 2, 3, 4. 
POSITION ! 

Deep breathing. 

Run about the room in single file. 

SLOW MARCHING. 

Lesson XI. 10 Minutes. Daily— 11th Week. 

Class— ATTENTION ! Right— DRESS ! Eyes— FRONT ! 
POSITION! 

Hips— FIRM ! Trunk forward— BEND ! RAISE ! Etc. POSITION ! 

Arms upward— BEND ! Sideways— STRETCH ! 
BEND! STRETCH! Etc. POSITION! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK! POSITION! 

Arms sideways^ — RAISE ! 

Arm— ROTATION ! 1, 2. POSITION! 

Hips— FIRM ! Feet sideways— JUMP ! 
Trunk forward— BEND ! 

Arms forward— BEND ! FLING ! Etc. POSITION ! 

Mark time— MARK ! About the room, forward— MARCH ! 
March to position. 



Arms overhead to circle — RAISE ! Inhale as raise. 
Arms — SINK! Exhale as sink. 
Repeat very slowly. 



FOR SCHOOLS AND PLAYGROUNDS 



69 



Lesson XII. 10 Minutes. Daily— 12th Week. 

Class— ATTENTION ! Feet— CLOSE ! OPEN ! 
Head— FIRM ! Hips— FIRJM ! 
Arms sideways— RAISE ! SINK! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 
POSITION ! In place— REST ! 

Arms upward— BEND ! Sideways— STRETCH ! POSITION ! 

Arms sideways AND heels— RAISE ! SINK! RAISE! SINK! 
POSITION ! 

Left arm forward and upward — FLING! 
Arms— CHANCE! POSITION! 

Hips firm and feet— CLOSE ! 

Trunk to the left— TWIST ! Forward— TWIST ! 
Trunk to the right— TWIST ! Forward— TWIST ! 
POSITION ! 

Hips firm and heels— RAISE ! SINK ! RAISE ! SINK ! 
POSITION ! 

Hips firm and with a deep breath, chest — RAISE ! 
Slowly— SINK ! 

Lesson XIII. 10 Minutes. Daily— 13th Week. 

Class— ATTENTION ! Left— FACE ! Right— FACE ! 
Left— DRESS ! Right— DRESS ! POSITION ! 

Hips firm and feet sideways — PLACE ! 1, 2. 
Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 
Arms forward— BEND ! Sideways— FLING ! 
POSITION ! In place— REST ! 

Hips— FIRM ! Left knee upward— BEND ! 
Downward— PLACE ! 1, 2. 1, 2. 
Repeat with the right. POSITION ! 

Arms upward — BEND! (Count 1.) 

Left arm upward and right arm sideways — STRETCH! (2) 
BEND! (3) STRETCH! (4) POSITION! 
Repeat, using right arm for upward — ^STRETCH! 

Hips firm and heels^ — RAISE ! 

Mark time— MARK ! 1,2. 1,2. 1,2. 1,2. Etc. 
Class— HALT! 1,2. Heels— SINK! POSITION! 

With a deep breath, arms sideways — RAISE ! SINK ! 



70 



PHYSICAL EDUCATION COMPLETE 



Lesson XIV. 10 Minutes. Daily— 14th Week. 

Class— ATTENTION ! 

Left foot sideways— PLACE ! REPLACE ! 
Repeat with the right foot. 

Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 

Repeat, counting 1, 2, etc. 

Head to the left— BEND ! RAISE! 

Head to the right— BEND ! RAISE ! POSITION ! 

Arms forward— BEND ! FLING ! 

Hips— FIRM ! Trunk to the left— TWIST ! 

Forward— TWIST 1 

Repeat to the right— POSITION ! 

Head— FIRM ! Left foot forward— PLACE ! REPLACE I 
Repeat with the right foot. POSITION ! 

Arms sideways— RAISE ! Trunk forward— BEND ! RAISE ! 
BEND! RAISE! Etc. 
POSITION ! 

Hips firm and heels— RAISE ! 
Astride— JUMP ! 1, 2. 1, 2. Etc. 
Class— HALT! 1, 2. Heels— SINK! 
Hands and feet quickly— POSITION 1 
Deep, slow breathing. 

GAME— BALL TOSSING. 



LessonXV. 10 Minutes. Daily— 15th Week. 

Class— ATTENTION! 

Left— FACE ! 1, 2. Right— FACE ! 1, 2. 

Hips— FIRM ! Alternate toe-raising— GO ! 1, 2. 1, 2. 
Class— HALT! 1, 2. POSITION! 

Arms upward— BEND! Sideways— STRETCH ! BEND! STRETCH! 
POSITION! 

Hips— FIRM ! Left knee upward— BEND ! Downward— STRETCH ! 
CHANGE ! (Count 1, 2, 3, 4.) POSITION ! 

Arms forward, upward— FLING ! LOWER! 1, 2. 1, 2. 1, 2. 

Right hip and left head— FIRM! 

With a deep breath, trunk lift and to the left — 

BEND! RAISE! BEND! RAISE! 

Repeat to the right— POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



71 



Hips firm and feet sideways — JUMP! 
Heels— RAISE! SINK! RAISE! SINK! 
Hands and feet quickly— POSITION ! 

With a deep breath, arms sideways— RAISE ! SINK ! 

MARCHING. 

Lesson XVI. 10 Minutes. Daily— 16th Week. 

Class— ATTENTION ! Hips— FIRM! Head— FIRM! 
Feet— CLOSE ! Feet— OPEN ! 

Hips firm and feet sideways — JUMP ! 

Heels— RAISE! Heels— SINK! POSITION! 

Arms sideways— RAISE ! SINK ! RAISE ! SINK ! Etc. 

Hips— FIRM! Left foot sidewaj^s— RAISE ! 

Hop on the right, twice. Change to the left and hop, twice. 

Class— HALT ! 1, 2. POSITION ! 

Arms upward — BEND! (Count 1.) 
Arms sideways— STRETCH! (Count 2.) 
Arms— BEND! (Count 3.) 
Arms downward— STRETCH ! (Count 4.) 
POSITION ! 

Head— FIRM ! Trunk lift and to the left— TWIST ! 
Forward— TWIST! 
Repeat to the right. 
POSITION! 

Hips— FIRM! Heels— RAISE! Astride— JUMP ! 1,2. 1,2. 1,2. Etc. 
Class— HALT ! 1, 2. POSITION ! 

Deep breath, chest— RAISE ! SINK! RAISE! SINK! Etc. 

Lesson XVII. 10 Minutes. Daily— 17th Week. 

Class— ATTENTION! 

Left— FACE! Right— FACE ! 

Hips— FIRM! Heels— RAISE! Quick running in place— GO ! 
Class— HALT! 1,2,3,4. POSITION! 

Hips firm and feet— CLOSE ! 

With a deep breath, head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 
Hands and feet— POSITION ! 

Head— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK ! POSITION ! 



72 PHYSICAL EDUCATION COMPLETE 

Arms forward— BEND ! FLING! POSITION! 

Wood Play. (Imitate sawing wood.) 

Arms circle overhead and INHALE. 
Arms lower and EXHALE. 

MARCH ABOUT THE ROOM. 

Lesson XVIII. 10 Minutes. Daily— 18th Week 

Class— ATTENTION ! 

One step forward— MARCH ! (Left, right.) 
One step backward— MARiCH ! 
Left— PACE ! Right— FACE ! 

Hips— FIRM ! Left foot outward— PLACE ! 

Foot— REPLACE ! POSITION ! 

Repeat with the right foot and— POSITION ! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Arms sideways and downward— STRETCH ! 1, 2, 3, 4. POSITION ! 

Hips— FIRM ! Left knee upward— BEND ! Downward— PLACE ! 
Repeat with the right foot— POSITION ! 

Feet sideways jump and head — FIRM ! 

Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 

Left foot forward— PLACE ! 

Heels— RAISE! SINK! count 1, 2, etc. 

Foot— REPLACE ! 

Right foot forward— PLACE ! Repeat. 
Foot— REPLACE ! POSITION ! 

DEEP BREATHING. 

Lesson XIX. 10 Minutes. Daily— 19th Week 

Class— ATTENTION ! 

Slowly run about the room and return to place. 

ATTENTION ! Head— FIRM ! Hips— FIRM ! 

Left hip and right head— FIRM! CHANGE! CHANGE! 

POSITION ! , 

Arms forward— BEND ! FLING ! BEND ! FLING ! POSITION ! 
Arms upward fling and feet— CLOSE ! POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 73 

Arms sideways stretch and heels — RAISE ! 

Arms bend and heels^ — LOWER! 

1, 2, 3, 4. 1, 2, 3, 4. 

1, 2, Class Halt ! POSITION ! 

Hips— FIRM ! 

Left leg sideways— RAISE ! LOWER! RAISE! LOWER! 
Repeat with the right. POSITION ! 

Hips firm and feet astride— JUMP ! 1, 2, 3, 4. 
Class— HALT ! 1, 2, 3, 4. POSITION ! 

Arm raising sideways, hand turning and deep breathing. 

Lesson XX. 10 Minutes. Daily— 20th Week. 

Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! 
Left— FACE! Right about— FACE ! Left— FACE ! 

Arms sidewaj^s raise and trunk to the left- — BEND ! 
RAISE! BEND! RAISE! 
Repeat to the right. 
POSITION ! . 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Hips firm, trunk lift and to the left— BEND ! RAISE ! 

Trunk lift and to the right— BEND ! RAISE ! BEND RAISE ! 

POSITION ! 

Arms sideways— FLING ! SINK! FLING! SINK! 

Arms upward— BEND ! Sideways— STRETCH ! Hands— TURN ! 
Arms upward— RAISE ! POSITION ! 

Head— FIRM ! Feet sideways— PLACE ! Lleels— RAISE ! 
Heels— SINK! RAISE! SINK! POSITION! 

Arms forward bend and INHALE ! 
Sideways fling and EXHALE ! 
1, 2. 1, 2. 1, 2. 
POSITION ! 



74 



PHYSICAL EDUCATION COMPLETE 



TWENTY LESSONS IN GYMNASTICS FOR GRADE V. 

Lesson I. 15 Minutes. Daily — 1st Week. 

(Repeat all exercises several times.) 

Class— ATTENTION ! Left— FACE ! Eight— FACE ! 
Left— DRESS! FRONT! Right— DEESS ! FEONT ! 

Hips— FIEM! Feet— CLOSE! Feet— OPEN! 
Alternate heels then toes— EAISE ! 12. 1,2. 
POSITION ! 

Arms sideways— STEETCH ! Count 2—1, 2—1, 2, etc. 

Hips— FIEM ! Heels— EAISE ! Knees— BEND ! Knees— STEETCH 1 
Heels— SINK! POSITION! 

Head— FIEM ! Hips— FIRM ! 

Left head and right hip— FIEM ! CHANGE ! CHANGE ! 
POSITION ! 

Hips— FIRM ! Trunk lift and to the left— BEND ! EAISE ! 
Trunk lift and to the right— BEND ! EAISE ! Alternating. 
POSITION! 

Hips — ^FIEM ! Prepare to jump — at the count 1 Heels — EAISE ! 
2— Knees— BEND ! 3— Knees— STEETCH ! 4— Heels— SINK ! 

Arms sideways raise and slowly INHALE ! 
Arms sink and EXHALE ! 



Lesson II. 15 Minutes. Daily— 2nd Week. 

Class— ATTENTION! Left foot forward— PLACE ! EEPLACE ! 
Eight foot forward— PLACE ! EEPLACE ! 
Left— FACE! Eight— FACE ! 

Hips— FIEM! Head backward— PULL ! Head to— POSITION! 
Eepeat, counting 1, 2, etc. POSITION! 

Hips firm and feet sideways — PLACE! 

Arms forward— BEND ! FLING! BEND! FLING! 

Hands and feet quickly— POSITION ! 

Hips— FIEM ! Heels— EAISE ! Knees— BEND ! Knees— STEETCH ! 
Heels— SINK! POSITION! 

Arms half forward— BEND ! 

Arm— EOTATION ! 1, 2—1, 2, etc. POSITION! 



FOR SCHOOLS AND PLAYGROUNDS 



75 



Hips— FIRM ! Feet sideways—PLACE ! 
Trunk lift and to the left— BEND ! RAISE ! 
Repeat to the right. POSITION ! 

Heels— RAISE ! Quick mark time— MARK ! 
Class— HALT ! 1, 2, 3, 4. POSITION ! 

Hips— FIRM ! With a deep breath, heels— RAISE ! 
Heels— SINK ! and EXHALE ! 

Lesson III. 15 Minutes. Daily— Srd Week. 

Class— ATTENTION ! Left— DRESS! FRONT! Right— DRESS ! 
FRONT! Hips— FIRM! Head— FIRM! POSITION! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION ! 

Arms forward— BEND ! FLING! BEND! FLING! (Quick time.) 
POSITION! 

Hips— FIRM! Left knee upward— BEND ! Forward— STRETCH ! 
BEND! Downward— STRETCH! Repeat with the right. POSITION! 

Arms half forward— BEND ! 
Arm^ROTATION ! 1, 2. 1, 2. POSITION ! 

Feet close and hips— FIRM ! 

Trunk lift and to the left— BEND ! RAISE ! 

Repeat right. POSITION ! 

Hips— FIRM! Heels— RAISE! 

Left foot forward and right foot backward — JUMP ! 

CHANGE !— to the count 2. 1, 2. 1, 2. 1, 2. Class— HALT ! 1, 2. 

Hands and feet quickly— POSITION ! 

Arms sideways raise and — INHALE ! 
Arms sink and— EXHALE ! 

SLOW MARCHING ABOUT THE ROOM 

Lesson IV. 15 Minutes. Daily — 4th Week. 

Class— ATTENTION ! Left— FACE ! Right— FACE ! 
Left about— FACE ! Right about— FACE ! 

Hips— FIRM! Head to the left— BEND ! RAISE! etc. 
Repeat to the right. POSITION ! 
Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Arms forward— BEND ! FLING! BEND! FLING! POSITION! 



76 



PHYSICAL EDUCATION COMPLETE 



Left arm sideways and right arm upward — STRETCH! 
CHANGE ! (To count 1, 2.) Class— HALT ! POSITION! 

Left hip and right head— FIRM ! 
Trunk to the left— TWIST ! Forward— TWIST ! 
Hands change and trunk to the right — TWIST ! 
ForAvard— TWIST ! POSITION! 

Hips— FIRM ! Heels— RAISE ! Astride— JUMP ! 1, 2. 1, 2. 1, 2. 
Class— HALT ! 1, 2. POSITION ! 

SLOW MARCHING ABOUT THE ROOM. 



Lesson V. 15 Minutes. Daily — 5th Week. 

Class— ATTENTION ! Left— FACE ! Feet— CLOSE ! Feet— OPEN ! 
Right— FACE ! 

Hips— FIRM ! Head to the left— TWIST ! 
Head backward— PULL ! POSITION! 

(Is done by pulling the head back in 

the direction of the opposite shoulder.) 
Repeat to the right. POSITION ! 

Arms upward and backward— STRETCH ! 1, 2. 1, 2. 1, 2. 
Class— HALT! 1, 2. POSITION! 

Hips— FIRM ! Left leg height of hip— RAISE ! SINK ! 
RAISE! SINK! Repeat to the right. POSITION! 

Hips firm and feet sideways— JUMP ! Heels— RAISE ! 
Trunk forward— BEND ! 

Arms forward— BEND ! FLING ! BEND ! FLING ! 
Trunk— RAISE ! Hands and feet quickly— POSITION ! 

Left foot forward— PL ACE ! and head— FIRM ! 
Trunk to the left— TWIST ! Forward— TWIST ! 

Feet— CHANGE ! Trunk to the right— TWIST ! Forward— TWIST ! 
Hands and feet— POSITION ! 

DEEP BREATHING. 



Lesson VI. 15 Minutes. Daily — 6th Week, 

Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! 
Left about— FACE ! Right about— FACE ! 

Hips— FIRM! Left foot forward— PLACE ! Heels— RAISE ! SINK! 
1, 2,. 1, 2.. Feet— CHANGE ! 1, 2. 1, 2. Class— HALT ! 1, 2. 
POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



77 



Hips— FIEM ! Feet sideways— JUMP ! 

Head to the left— BEND ! E-AISE ! BEND ! RAISE ! 

Eepeat to the right. 

Hands and feet, quickly— POSITION ! 

Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK ! 1, 2, 3, 4. 1, 2, 3, 4. POSITION ! 

Hips firm and feet sideways— PLACE ! 1, 2. 

Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— SINK I 
POSITION ! 

In place— JUMP ! 

(Count 1, Heels— RAISE! Count 2, Knees— BEND ! Count 3, 
JUMP! Count 4, Land on toes and bend knees. Count 5, 
Knees— STRETCH ! Count 6, Heels— SINK!) 

Arms sideways raise and — INHALE ! 
Sink and— EXHALE ! 

MARCH ABOUT THE ROOM. 

Lesson VII. 15 Minutes. Daily— 7th Week. 

Class— ATTENTION ! Left— DRESS ! FRONT ! Right— DRESS ! 
FRONT! Left about— FACE ! Right about— FACE ! POSITION! 

Arms sideward, upward raise and heels — RAISE ! 
Arms and heels — SINK ! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION! 
Repeat, counting 1, 2, etc. POSITION! 

Arms upward, sideward and downward — STRETCH ! 1, 2, 3, 4, 5, 6. 
POSITION ! 

Hips— FIRM ! Feet sideward— PLACE ! Heels— RAISE ! 
Knees— BEND ! Knees— STRETCH ! BEND ! STRETCH ! 
Heels— SINK! POSITION! 

Arms sideward and upAvard — RAISE ! Trunk forward — BEND ! 
RAISE! BEND! RAISE! POSITION! 

Hips— FIRM ! Toes— RAISE ! 1, 2. 1, 2. POSITION ! 

Arms overhead, circle and — INHALE ! 
Arms sink and— EXHALE ! 

SKIP ABOUT THE ROOM. 

Lesson VIII. 15 Minutes. Daily— 8th Week. 

Class— ATTENTION ! Left— FACE ! Right— FACE ! Feet— CLOSE ! 
Feet— OPEN ! Left foot sideways— PLACE ! REPLACE ! 
Right foot backward— PLACE ! REPLACE ! 



78 



PHYSICAL EDUCATION COMPLETE 



Hips— FIRM! Feet sideways— JUMP ! Head backward— PULL ! 
Head to— POSITION ! Repeat, counting: 1, 2, etc. 
Hands and feet quickly— POSITION ! 

Arms forward— BEND ! Sideways— FLING ! BEND ! FLING ! 
POSITION! 

Head— FIRM ! Left foot sideways— RAISE ! SINK ! RAISE ! SINK ! 
Repeat with the right. POSITION ! 

Hips firm and feet sideways — JUMP ! 

Arms forward and upward— FLING! LOWER! FLING! LOWER! 
POSITION! 

Arms forward bend and feet — CLOSE ! 
Sideways fling and feet— OPEN! POSITION! 

Hips— FIRM ! Heels— RAISE ! Feet astride— JUMP ! 1, 2. 1, 2. 
Class— HALT! 1, 2. POSITION! 

Hips— FIRM! Left leg backward— RAISE ! SINK! 
Repeat with the right leg. POSITION ! 

Arms sideward and upward raise and — INHALE ! 
Arms lower and — EXHALE ! 

Lesson IX. 15 Minutes. Daily — 9th Week. 

Class— ATTENTION ! Arms upward— BEND ! POSITION! 
Feet— CLOSE! Feet— OPEN! ATTENTION! 

Feet sideways place and arms sideways — STRETCH! 1, 2. 

Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— SINK ! 

Hands and feet quickly— POSITION ! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION! 
Repeat, counting 1, 2, etc. POSITION ! 

Arms sideward and downward— STRETCH ! 1, 2, 3, 4. Class— HALT I 
1, 2. POSITION ! 

Arms half sideward — BEND ! 

Arm— ROTATION ! 1, 2. 1, 2. Class— HALT ! 1, 2. POSITION ! 
Arms forward bend feet sideward — JUMP ! 

Arms sideward fling and heels — RAISE! Arms bend and heels — SINK! 
1, 2. 1, 2. POSITION ! 

Hips— FIRM! 

High knee upward bending, beginning with the left foot — GO ! 
1,2. 1,2. 1,2. Class— HALT! 1,2. POSITION! 

Arms sideward overhead, circle and — INHALE ! 
Lower and— EXHALE ! 



FOR SCHOOLS AND PLAYGROUNDS 



79 



Lesson X. 15 Minutes. Daily— 10th Week, 

Class— ATTENTION ! Arms sideward— RAISE ! SINK ! Feet— CLOSE ! 
Feet— OPEN ! Right about— FACE ! Left about— FACE ! 

Head— FIRM! With a deep breath, trunk lift and to the left— BEND ! 
RAISE ! BEND ! RAISE ! Repeat to the right. POSITION ! 

Arms upward and sideward— STRETCH ! BEND! STRETCH! 
POSITION ! 

Hips— FIRM ! Left knee upward— BEND ! Forward— STRETCH ! 

BEND ! Downward— STRETCH ! 

Repeat with the right, alternately. POSITION ! 

Feet sideways— PLA.CE ! 

Trunk forward — BEND ! Arms forward and upward — FLING ! 
RETURN ! FLING ! RETURN ! 
Trunk— RAISE! POSITION! 

Hips— FIRM ! Left foot sideways— RAISE ! 
Hop twice on the right and — CHANGE ! 
Hop twice on the left and— CHANGE ! 
Class— HALT! 1,2. POSITION! 

Arms forward bend and — INHALE ! 
Arms sideways fling and — EXHALE ! 

Lesson XI. 15 Minutes. Daily— 11th Week. 

Class— ATTENTION ! Left— FACE ! Right— FACE ! Feet— CLOSE ! 
Feet— OPEN! Heels— RAISE ! Heels— SINK! 

Heels — RAISE ! Knees bend and arms sideward, upward— RAISE ! 
Knees stretch, arms and heels — SINK! 
POSITION ! 

Head— FIRM! With deep breath, chest— RAISE ! SINK! 
RAISE! SINK! POSITION! 

Heels raise, arms forward and upward— FLING ! LOWER ! etc. 
POSITION! 

Left arm upward and right arm backward — STRETCH ! 
CHANGE ! 1, 2, 3, 4. POSITION ! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! 
Hop on right foot and left foot sideward — RAISE ! 

(Quick change, alternating — count 1, 2; 1, 2; 1, 2. Class— HALT ! 1, 2.) 
POSITION! 

Arms sideward raise and — INHALE ! 
Arms lower and — EXHALE ! 



80 

Lesson XII. 



PHYSICAL EDUCATION COMPLETE 

15 Minutes. Daily— 12th Week» 



Class— ATTENTION ! Mark time— MARK! 1,2. 1,2. Class— HALT I 
1, 2. Left— FACE ! Feet— CLOSE ! Feet— OPEN ! Right— FACE ! 

Arms sideward raise and feet — CLOSE ! 

Head backward— PULL ! Head to— POSITION ! 

Repeat, counting 1, 2, etc. Hands and feet — POSITION ! 

Arms sideward — downward and backward — STRETCH! 

Hips— FIRM ! Left foot forward— PLACE ! 

Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— SINK ! 
POSITION ! Repeat with the right. POSITION ! 

Arms upward— BEND ! Left arm sideward— STRETCH ! 
Arms— CHANGE ! 1, 2, 3, 4. Class— HALT ! 1, 2. POSITION ! 

Arms sideways — RAISE ! 

Left leg backward— RAISE ! Left leg downward— PLACE ! 
Repeat with the right. POSITION ! 

Arms upward stretch and feet sideways — PLACE ! 

Trunk forward— BEND ! RAISE! BEND! RAISE! POSITION! 

Left foot forward— PLACE ! Heels— RAISE ! QUICK CHANGE ! 
(Jumping exercise.) 

Hips -FIRM ! Slowly INHALE ! and EXHALE ! POSITION ! 

Lesson XIII. 15 Minutes. Daily— 13th Week. 

Class— ATTENTION ! Arms sideways— RAISE ! LOWER ! 

Left foot forward— PLACE ! REPLACE ! Right— FACE ! Left— FACE ! 

Hips— FIRM ! Head to the left— TWIST ! Forward— TWIST ! 
Repeat to the right. POSITION! 

Arms sideward stretch and heels — RAISE ! 
Arms bend and heels — SINK! 

Hips— FIRM ! 

Deep breath and chest— RAISE ! SINK ! RAISE ! SINK ! POSITION ! 

Hips— FIRM ! Left foot sideward— PLACE ! 
Trunk to the left— TWIST ! Forward— TWIST ! 
Repeat to the right. POSITION ! 

Arms upward, sideward — RAISE ! (Inhale) 
Arms— SINK! (Exhale) 



SKIP ABOUT THE ROOM. 



FOR SCHOOLS AND PLAYGROUNDS 



81 



Lesson XIV. 15 Minutes. Daily— 14th Week. 

Class— ATTENTION ! Left— DRESS ! FRONT ! Right— DRESS ! 
FRONT! Feet— CLOSE! Feet— OPEN ! Heels— RAISE ! SINK! 

Hips— FIRM! Head to left— BEND ! RAISE! POSITION! 
Repeat to the right. POSITION! 

Hips— FIRM ! Feet sideways— PLACE ! 

Trunk forward— BEND ! Head— ROTATION ! 1, 2, 3, 4. 

Trunk— RAISE ! Hands and feet quickly— POSITION ! 

Hips— FIRM ! Feet sideways— PLACE ! 

Head backward— PULL ! Head to— POSITION ! 

Repeat, counting 1, 2, etc. POSITION ! 

Left hip, right head— FIRM ! 

Trunk lift and to the left— BEND ! RAISE ! 

Arms— CHANGE! Repeat to the right. POSITION! 

Hips— FIRM! "With a deep breath, chest— RAISE ! SINK! 
POSITION ! 



Lesson XV. 15 Minutes. Daily— 15th Week. 

Class— ATTENTION ! Count off by twos— START ! 1, 2. 1, 2. 
Head— FIRM! Hips— FIRM ! CHANGE! CHANGE! POSITION! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 

Arms sideward and downward — STRETCH! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Trunk forward— BEND ! Arms sideways— RAISE ! 
Arms downward— SINK ! Trunk— RAISE ! 

Hips— FIRM ! Left foot forward— PLACE ! 

Feet— CHANGE ! Count 1, 2—1, 2, etc. POSITION ! 

Head— FIRM ! Trunk to the left— BEND ! RAISE ! 
Repeat to the right. POSITION ! 
Count 1, 2, 3, 4. 

Head— FIRM ! Feet sideways— PLACE ! Knees— BEND ! 

Knees— STRETCH! 

Hands and feet, quickly— POSITION ! 



Arms sideward, upward — RAISE ! 
Arms downward— SINK ! POSITION ! 



82 



PHYSICAL EDUCATION COMPLETE 



Lesson XVI. 15 Minutes. Daily— 16th Week. 

Class— ATTENTION ! Eight— FACE ! Right about— FACE ! 
Left about- FACE ! Left— FACE ! 

Arms sideward— RAISE ! Head to the left— TWIST ! 

Head backward — PULL ! Forward and to the right— TWIST ! 

Head backward— PULL ! Forward— TWIST ! POSITION! 

Arms downward, sideward and upward — STRETCH! 

Left knee upward— BEND ! Forward— STRETCH ! Knee— BEND ! 
Downward— STRETCH ! Repeat with the right. 

In place— JUMP! 1, 2; 1, 2, etc. 

Heels— RAISE ! Quick time— in place— MARCH ! 

With a deep breath, arms sidcAvard — RAISE ! SINK ! 

Lesson XVII. 15 Minutes. Daily— 17th Week. 

Class— ATTENTION ! Heels— RAISE ! Hips— FIRM ! Heels— SINK ! 
Head— FIRM! POSITION! 

Hips— FIRM ! Alternate toe-raising— START ! 1,2; 1, 2, etc. 
Class— HALT! POSITION! 

Head— FIRM! POSITION! Hips— FIRM! POSITION! 

Hips— FIRi]\I ! Left knee upward— BEND ! 

Foot downward— PLACE ! 

Repeat with the right— POSITION ! 

Arms sidcAvard- STRETCH ! Feet sidcAvays- PLACE ! 
Trunk forAA^ard— BEND ! Arm rotation— 1, 2—1, 2, etc. 
Trunk— RAISE ! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Head— FIRM ! Knees— BEND ! Knees— STRETCH ! 
Knees— BEND! STRETCH! POSITION! 

Arms sideward— STRETCH ! 

Arm circling and deep breathing — 1, 2 — 1, 2. etc. 
Arms— SINK! 

Lesson XVIII. 15 Minutes. Daily— 18th Week. 

Class— ATTENTION I Head— FIRM ! Hips— FIRM! CHANGE! 
CHANGE! Right— FACE! Left— FACE ! POSITION! 



Hips firm and feet sidcAA^ays — PLACE ! 

Head backward— PULL ! Head to— POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



83 



Hands and feet quickly— POSITION ! 

Arms forward— BEND ! Arms sideways— FLING! BEND ! FLING ! 

Hips— FIKM ! Left knee upward— BEND ! Forward— STRETCH ! 
BEND ! CHANGE ! etc. POSITION ! 

Arms half forward- — BEND ! Arm rotation — 1, 2 — 1, 2, etc. 
POSITION ! 

Head firm and feet sideways— PLACE ! 1, 2. 
Trunk lift and to the left— BEND ! RAISE ! 
Repeat to the right. POSITION! 

Arms circle overhead and — INHALE ! 
Arms lower and — EXHALE ! 

Lesson XIX. 15 Minutes. Daily— 19th Week. 

Class— ATTENTION ! Heels— RAISE ! SINK ! In place— REST ! 
ATTENTION! 

One step forward— MARCH ! Right about— FACE ! 
One step forward— MARCH ! Left about— FACE ! 

Hips— FIRM ! Left forward— FALLOUT ! CHANGE ! POSITION ! 

Arms forward— BEND ! FLING! BEND! FLING! POSITION! 

Arms forward and upward — RAISE ! SINK ! 

Arms forward— RAISE ! Upward— FLING ! Forward— SINK ! 
POSITION ! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 

Arms upward and sideward— STRETCH ! 1, 2, 3, 4. POSITION ! 

Hips— FIRM ! Jump in place— 1, 2, 3. 4, 5, 6, 1, 8. 

Hips — FIRM! Deep breathing. 
POSITION ! 

Lesson XX. 15 Minutes. Daily— 20th Week. 

Class— ATTENTION ! Feet— CLOSE ! OPEN ! Heels— RAISE ! 
SINK! Head— FIRM! Hips— FIRM ! POSITION! 

Hips —FIRM ! Alternate heels and toes— RAISE ! POSITION ! 

Head— FIRM! POSITION! Right head and left hip— FIRM! 
CHANGE! POSITION! 



PHYSICAL EDUCATION COMPLETE 



Hips— FIRM! Left knee upward— BEND ! Foot downward— PLACE 
POSITION ! 

Arms sideward— STRETCH ! Feet sideways— PLACE ! 

Trunk forward — BEND ! Arm rotation — 1, 2 — 1, 2, etc. 

Trunk upward— RAISE ! Hands and feet quickly— POSITION ! 

Head— FIRM ! Feet sideways— PLACE ! 

Trunk to the left— TWIST ! Forward— TWIST ! 

Repeat to the right. POSITION ! 

Head— FIRM! Knees— BEND! Knees— STRETCH ! POSITION! 



Arms sideways— STRETCH! 

Arm circling and deep breathing — 1, 2 — 1, 2 — 1, 2, etc. 
Arms downward — SINK! 



CHAPTER IV 



Gymnastic Lessons for Grammar Grades 



TWENTY LESSONS IN GYMNASTICS FOR GRADE VI 

Lesson I. 15 Minutes. Daily— 1st Week. 

Class— ATTENTION ! Left— FACE ! Right about— FACE ! 

Left— FACE! Head— FIRM ! Hips— FIRM! CHANGE! POSITION! 

Hips FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 

Heels— SINK! 

Hips— FIRM ! Head to the left— BEND ! RAISE ! 
Repeat to the right. POSITION ! 

Arms sideward, npward — FLING! Arms — SINK! 

Hips— FIRM! Left knee npward— BEND ! Downward— STRETCH ! 
Alternate left and right. POSITION ! 

Arms sideward— STRETCH! Arms upward— FLING ! Arms— SINK! 

Head— FIRM ! Feet sideways— JUi\IP ! Head backward— PULL ! 

Head to — POSITION ! Repeat, counting 1, 2, etc. Hands and feet, 
quickly— POSITION ! 

Head— FIRM ! Left foot forward— PLACE ! Trunk lift and to the left— BEND ! 
RAISE! Feet change— 1 ! 2 ! Repeat to the right. POSITION! 

Hips— FIRM! Feet sideways— JUMP ! Heels— RAISE ! SINK ! POSITION! 

Arms forward bend and INHALE! Arms sideward fling and EXHALE! 

Lesson II. 15 Minutes. Daily — 2nd Week. 

Class— ATTENTION ! Feet— CLOSE ! Heels— RAISE ! SINK! 

Feet— OPEN ! Hips firm and feet sideward— JUMP ! POSITION ! 

Hips— FIRM ! Head to the left— BEND ! RAISE ! 
Repeat to the right. POSITION! 

Arms sideward— FLING ! Upward— RAISE ! SINK ! 

Head firm and feet sideways— PLACE ! Toes— RAISE ! SINK ! 
Hands and feet, quickly— POSITION ! 

Head— FIRM ! Feet astride— JU^IP ! Trunk forward— BEND ! 
RAISE! BEND! RAISE! POSITION! 

Head firm and feet sideways — JU]\IP ! 

Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND I RAISE ! 
Hands and feet— POSITION ! 



86 



PHYSICAL EDUCATION COMPLETE 



Hips— FIRM ! Left leg sideways— RAISE ! 

Cut step sideways, to the count— 1, 2—1, 2— GO ! Class— HALT ! 1, 2, 3. 
POSITION ! 

Arm raising sideways and deep breathing. 1,2 — 1, 2. 

Lesson III. 15 Minutes. Daily — 3rd Week. 

Class— ATTENTION! Llips— FIRM ! Arms forward— BEND ! 

Arms upward— BEND! Hips— FIRM ! Left foot sideways— PLACE ! 
Foot— REPLACE ! Right foot sideways— PLACE ! REPLACE ! 
POSITION ! 

Hips firm and left foot forward PLACE ! (In series — 1, 2, 3, 4.) 

Feet — CHANGE ! Alternating throughout the exercise. 

Hips— FIRM! Head to the left— BEND ! RAISE! 
Repeat to the right. POSITION ! 

Arms sideways fling and heels — RAISE! Arms and heels — SINK! 

Arms upward and sideward — STRETCH! 

Left leg backwards— RAISE ! SINK ! POSITION ! 
Repeat to the right. POSITION ! 

Arms sideways fling and feet sideways — PLACE! 1, 2. 
Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
Hands and feet— POSITION ! 

Head firm and left foot forward — PLACE ! 
Head to the left— BEND ! 

Feet change and repeat to the right. 1, 2. POSITION! 
Hips firm and heels— RAISE! SINK! RAISE! SINK! POSITION! 
Hips— FIRM ! AYith a deep breath, chest raise ! SINK ! 

Lesson IV. 15 Minutes. Daily — 4th Week. 

Class— ATTENTION ! Heels— RAISE ! SINK! Hips— FIRM ! 
Right hip and left head— FIRM ! POSITION ! 

Arms sideways raise and head to the left — TWIST ! 

Forward— TWIST ! Repeat to the right. POSITION! 

Arms half forward— BEND ! Arm rotation— 1 ! 2! etc. POSITION! 

Hips— FIRM ! Left knee upward— BEND ! 

Forward— STRETCH ! BEND ! Downward— STRETCH ! 
Repeat with the right foot. POSITION ! 

Hips firm and feet sideways — PLACE ! 

Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
Hands and feet quickly— POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



87 



Hips firm and feet astride — JUMP ! 

Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION ! 

Hips— FIRM ! Left leg sideways— RAISE ! 

Cut step sideways, to the count 1, 2 — 1, 2 — GO ! 
Class— HALT ! 1, 2, 3. POSITION ! 

Arms sideways raise and slowly — INHALE ! 
Arms lower and — EXHALE ! 

Lesson V. 15 Minutes. Daily— 5th Week. 

Class— ATTENTION ! Feet— CLOSE ! Hips— FIRM ! Head— FIRM ! 
Left foot forward— PLACE ! REPLACE ! 

Right foot forward— PLACE ! REPLACE ! Feet— OPEN ! POSITION ! 

Hips— FIRM ! Feet sideways— PLACE ! 

Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
POSITION ! 

Hips firm and feet sideways — PLACE ! Head backward — PULL ! 
Head to— POSITION! Repeat, counting 1, 2, etc. 
Hands and feet quickly— POSITION ! 

Left arm upward— STRETCH ! 1, 2, 3, 4. 

Repeat with the right. Alternate throughout the exercise. 

Arms up Avar d — BEND ! 1. 

Arms upward stretch and left leg backward — RAISE ! 2. 
Arms bend and leg— SINK! 3. POSITION! 4. 
Repeat with the right foot. 

Arms upward stretch and feet sidewaj^s — PLACE ! 1, 2. 

Trunk forward— BEND ! RAISE ! Plands and feet, quickly— POSITION ! 

Hips firm and left foot forward — PLACE ! 

Head to the left— TWIST ! Forward— TWIST ! 
Feet— CHANGE ! 1, 2. 

Head to the right— TWIST ! Forward— TWIST ! POSITION ! 

Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Arms and heels— SINK ! 

Arms circle overhead and — INHALE ! 

Arms lower and — EXHALE! (Slowly) 

Lesson VI. 15 Minutes. Daily— 6th Week. 

Class— ATTENTION ! Left foot backward— PLACE ! REPLACE ! 

Right foot backward— PLACE ! REPLACE ! Arms upward— BEND ! 
Arms half sideways — RAISE ! Arms half forward — BEND ! 
POSITION ! 



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PHYSICAL EDUCATION COMPLETE 



Arms upward, sideward, downward and backward — STRETCH ! 
Alternate toe-raising — 1, 2 — 1, 2. 

Arms half sideways— BEND ! Arms rotate— 1 ! 2 ! etc. POSITION I 

Feet astride jump and head — FIRM! 

Trunk lift and to the left— BEND ! RAISE ! 

Trunk lift and to the right— BEND ! RAISE ! POSITION ! 

Hips firm and left foot forward — PLACE ! 

Heels— RAISE! Feet— CHANGE! (Quickly.) 1,2. 1,2. 
Class— HALT! 1,2. Heels— SINK! POSITION! 

Hips— FIRM ! Heels slowly raise and— I-N-H-A-L-E. 
Heels slowly sink and — E-X-H-A-L-E. 

Lesson VII. 15 Minutes. Daily— 7th Week. 

Class— ATTENTION ! Trunk forward bend and hips— FIRM ! 

Trunk raise and hands— POSITION ! Heels— RAISE ! SINK ! 
Toes— RAISE! SINK! POSITION! 

Hips— FIRM ! With a deep breath, head backward— PULL ! 

Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 

Arms sideways stretch and feet astride — JUMP ! Hands — TURN ! 
Trunk forward— BEND ! RAISE! BEND! RAISE! 
Hands and feet quickly— POSITION ! 

Hips— FIRM ! Left foot forward— PLACE ! 

Head backward— PULL ! Head to— POSITION ! 
Feet— CHANGE !—l, 2— and repeat. POSITION! 

Head firm and feet— CLOSE ! Trunk lift and to the left— TWIST ! 
Forward— TWIST ! Trunk lift and to the right— TWIST ! 
Forward— TWIST ! POSITION! 

Arms downward— STRETCH ! Knees— BEND ! 

Arms bend and knees— STRETCH ! 1, 2. 1, 2. Class— HALT ! 1. 2. 
POSITION! 

Arms sideways raise, heels raise and, slowly — INHALE ! 
Arms and heels lower and — EXHALE ! 

Lesson VIII. 15 Minutes. Daily— 8th Week. 

Class— ATTENTION ! Plead— FIRM ! Hips— FIRM ! POSITION ! 
Right— FACE! Left— FACE! Right— DRESS ! FRONT! 
Right about— FACE ! Left about— FACE ! POSITION ! 

Head— FIRM! With a deep breath, chest— RAISE ! SINK ! POSITION! 



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89 



Arms backward, downward, sideward and upward — STRETCH! 

Left— FACE ! Hips— FIRM ! Left leg sideways— RAISE ! 
Legs— CHANGE— 2 ! etc. Right— FACE ! POSITION ! 

Left arm upward and right arm sideways — STRETCH ! 
CHANGE ! 1, 2. Class— HALT ! 1, 2. POSITION ! 

Hips— FIRM! Head backward— PULL! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Hips— FIRM ! Feet— CLOSE ! Left leg forward— RAISE ! 

Forward cut step— GO ! Class— HALT ! 1 2, 3. POSITION ! 
Arms sideward raise and slowly — INHALE ! 
Arms lower and — EXHALE ! 

Lesson IX. 15 Minutes. Daily— 9th Week 

Class— ATTENTION ! Arms upward— FLING ! POSITION ! 

Right— FACE ! Left— FACE ! Feet— CLOSE ! Feet— OPEN ! 
POSITION ! 

Hips— FIRM! Mark time— MARK! 1, 2. 1, 2. Class— HALT ! 1, 2. 
POSITION! 

Hips firm and feet sideways — PLACE ! 

Head backward— PULL ! Head to— POSITION ! Repeat, counting 1, 2, etc 
Hands and feet, quickly— POSITION ! 

Arms sideward, upward— FLING ! SINK ! FLING ! SINK ! 

Arms sideward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK! POSITION! 

Hips— FIRM ! Left foot forward— FALLOUT ! 
Feet— CHANGE! 1, 2. POSITION! 

Arms half sideward— RAISE ! Arm rotation— 1 ! 2 ! etc. POSITION ! 

Hips— FIRM ! Left foot forward— PLACE ! 

Trunk lift and to the left— BEND ! RAISE ! 
Feet change — 1 ! 2 ! 

Trunk lift and to the right— BEND ! RAISE ! 
Hands and feet, quickly— POSITION ! 

Arms side^vvard stretch and feet sideways- — PLACE ! 
Knees— BEND! Knees— STRETCH ! POSITION! 

Hips— FIRM! With a deep breath, chest— RAISE ! SINK! 

Lesson X. 15 Minutes. Daily — 10th Week 

Class— ATTENTION ! Mark time— MARK! 1, 2—1, 2. Class— HALT ! 1, 2 
Left— FACE ! Right— FACE ! Left— DRESS ! FRONT ! 
Head— FIRM ! POSITION ! 



90 



PHYSICAL EDUCATION COMPLETE 



Arms forward and upward— FLING! SINK! FLING! SINK! 

Head— FIRM ! Heels— RAISE ! Knees— BEND ! Knees deep— BEND ! 
Knees— STRETCH! Heels— SINK! POSITION! 

Arms slowly upward — BEND ! Arms slowly upward — STRETCH ! Count 1, 
2, etc. POSITION ! 

Left arm sideward, upward raise and feet — CLOSE ! 

Trunk to the right— BEND ! RAISE ! Arms— CHANGE ! 
Trunk to the left— BEND ! RAISE ! 
Hands and feet— POSITION ! 

Cut step sideward— JUMP ! 1, 2—1, 2, etc. 

Arms sideward, upward raise and — INHALE ! 
Arms sink and— EXHALE ! 

Lesson XI. 15 Minutes. Daily— 11th Week. 

Class— ATTENTION ! Heels— RAISE! SINK! Feet— CLOSE ! 

Feet— OPEN! Hips— FIRM! Right hip and left head— FIRM ! 
CHANGE! CHANGE! POSITION! 

Hips firm and feet— CLOSE ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 
Hands and feet— POSITION ! 

Arms upward — BEND ! Alternate arms dowmvard — STRETCH ! 

Hips— FIRM! Heels— RAISE! Knees deep— BEND ! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Arms sideward stretch and feet sideward — PLACE ! 

Trunk forward— BEND ! Arms forward— BEND ! FLING ! 
Trunk— RAISE ! POSITION ! 

Hips— FIRM! Trunk to the left— TWIST ! Forward— TWIST ! 
Repeat to the right. POSITION ! 

Hands on desks and heels — RAISE ! Count 1 ! 
Vaulting over seats^ — GO ! Count 2 ! 3 ! 
Land on toes with knees bent. Count 1 ! 
Knees— STRETCH! Count 5 ! 
Heels— SINK! Count 6! 

Deep breathing with arm sideward raising. 

Lesson XII. 15 Minutes. Daily— 12th Week. 



Class— ATTENTION ! Feet— CLOSE ! Hips— FIRM! 

Heels— RAISE! Heels— SINK! Feet— OPEN! POSITION! 



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91 



Hips—FTEM! Heels— RAISE! Head to the left— BEND ! RAISE ! 
Head to the right— BEND! RAISE! POSITION! 

Head firm and feet astride— JUMP ! 

With a deep breath, head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Hips— FIRM! Left leg forward— RAISE ! Downward— PLACE ! 
Repeat with the right. POSITION ! 

Arms half forward— BEND ! Arm rotation— 1 ! 2 ! etc. POSITION ! 

Hips— FIRM ! Feet— CLOSE ! Left foot forward— PLACE ! 
Heels— RAISE! SINK! Foot— REPLACE ! 
Repeat with the right. POSITION! 

Hips firm and feet sideways — JUMP ! 

Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND ! RAISE ! 
Hands and feet— POSITION ! 

Hips— FIRM! Feet sideways— JUMP ! 

Heels— RAISE ! Spring jump, ready— GO ! 1, 2—1, 2. 
Class— HALT! 1,2,3, POSITION! 

With a deep breath, arms sideward— RAISE ! SINK ! 

Lesson XIII. 15 Minutes. Daily— 13th Week. 

Class— ATTENTION ! Hips— FIRM ! Head— FIRM! Feet— CLOSE ! 
Arms forward, upward— FLING ! SINK! Heels— RAISE ! SINK! 
Feet— OPEN! POSITION! 

Head firm, and feet sideways— PLACE ! Head to the left— TWIST ! 

Forward— TWIST ! Head to the right— TWIST ! Forward— TWIST ! 
POSITION ! 

Arms upward, sideward, downward and backward— STRETCH ! 

Head— FIRM! Left leg backward— RAISE ! 

Foot downward— PLACE ! RAISE! Downward— PLACE ! 
Repeat with the right leg. POSITION ! 

Hips— FIRM ! Feet sideways— PLACE ! Trunk forward— BEND ! 
Arms forward— BEND ! Sideward— FLING ! BEND ! FLING ! 
Trunk— RAISE ! Hands and feet— POSITION ! 

Head— FIRM ! Left forward— FALLOUT ! 

Feet— CHANGE! 1!2! l!2!etc. POSITION! 

Right— FACE ! Hands on desks— PLACE ! 

Vaulting over seats— Count 1!2!3!4!5!6! POSITION ! 



92 



PHYSICAL EDUCATION COMPLETE 



Arms forward, upward raise and — INHALE ! 
Arms lower and — EXHALE ! 



Lesson XIV. 15 Minutes. Daily— 14th Week. 

Class— ATTENTION ! Left face and one step to the left— MARCH! 
Right face and one step to the right— MARCH ! 
Left about— FACE ! Right about— FACE ! Hips— FIRM ! 
POSITION! 

Hips— FIRM ! With a deep breath, head backward— PULL ! 

Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 

Left foot sideward— PLACE ! Heels— RAISE ! SINK! Foot— REPLACE ! 
Repeat with the right foot. POSITION ! 

Arms half sideward — BEND ! Arm rotation — 1 ! 2 ! 

Hips— FIRM ! Feet astride— JUMP ! 

Trunk lift and to the left— BEND ! RAISE ! 

Trunk lift and to the right— BEND ! RAISE ! POSITION ! 

Left foot forward— PLACE ! Heels— RAISE ! SINK! etc. 
Feet— CHANGE ! 1 ! 2 ! POSITION ! 

Hips— FIRM ! Feet sideways— JUMP ! 

Heels— RAISE! Spring jump, ready— GO ! 1, 2—1, 2. 
Class— HALT! 1,2,3. POSITION! 

With a deep breath, chest— RAISE ! SINK! 



Lesson XV. 15 Minutes. Daily~15th Week. 

Class— ATTENTION ! One step backward— MARCH ! 1, 2. 

Feet— CLOSE! Feet— OPEN! One step forward— MARCH ! 1, 2. 
Hips— FIRM! POSITION! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Arms downward, upward and sideward — STRETCH! 

Hips— FIRM ! Left knee upward— BEND ! Forward— STRETCH ! 
Knee— BEND ! Foot downward— PLACE ! 
Repeat with the right. POSITION ! 

Arms forward— STRETCH ! Trunk forward— BEND ! 

Arms upward— FLING! Arms forward— SINK ! etc. POSITION! 

Arms sideward stretch and feet sidew^ays — PLACE ! 

Head backward— PULL ! Head to— POSITION! 1, 2, etc. 
Hands and feet quickly— POSITION ! 



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93 



Hips_FIRM ! Left foot outward— PLACE ! 

Trunk to the left— TWIST ! Forward— TWIST ! POSITION ! 
Repeat with the right. POSITION ! 

Hips— FIRM ! Prepare to jump— 1 ! 2 ! 3 ! 4 ! 5 ! 6 ! 

Arms overhead and— INHALE ! 
Arms lower and — EXHALE ! 

Lesson XVI. 1^. Minutes. Daily— 16th Week. 

Class— ATTENTION ! Right— FACE ! Left— FACE ! 

Right abont—FACE ! Left about— FACE ! POSITION! 

Hips— FIRM ! Head to the left— BEND ! RAISE ! 
Head to the right— BEND ! RAISE! POSITION! 

Hips— FIRM ! Heels— RAISE ! Knees deep— BEND ! Knees— STRETCH 1 
Heels— SINK ! POSITION ! 

Hips firm and left foot outward — PLACE ! 

Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND ! RAISE ! 
Hands and feet, quickly— POSITION ! 

Arms half forward— BEND ! Arm rotation— 1 ! 2 ! POSITION ! 

Hips— FIRM ! Spring jump, ready— GO ! 1, 2—1, 2, etc. 
Class— HALT ! 1, 2, 3. POSITION. 

Hips—FIRM! With a deep breath, chest— RAISE ! SINK! POSITION! 

Lesson XVII. 15 Minutes. Daily— 17th Week. 

Class— ATTENTION ! Arms forward— BEND ! Arms sideways— FLING ! 
POSITION ! Feet— CLOSE i Feet— OPEN ! 
Left foot backward— RAISE ! Downward— PLACE ! 
Right foot forward— RAISE ! Downward— PLACE ! POSITION ! 

Arms half sideward — BEND ! Arm rotation — 1 ! 2 ! 

Left arm sideward and right arm downward — STRETCH! 

Both arms upward and sideward— STRETCH ! POSITION ! 

Hips—FIRM ! 

High knee upward bending, beginning Avith the left foot, ready — GO ! 
1, 2—1, 2. Class— HALT ! 1, 2. POSITION ! 

Arms upward stretch and feet sideways — PLACE ! 
Trunk forward— BEND ! RAISE ! 
Hands and feet, quickly— POSITION ! 



94 



PHYSICAL EDUCATION COMPLETE 



Arms forward— STRETCH ! Trunk forward— BEND ! 

Arms upward— FLING! Arms forward— SINK ! POSITION! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Arms forward, upward raise and slowly — INHALE ! 
Arms lower slowly and — EXHALE ! 

Lesson XVIII. 15 Minutes. Daily~18th Week, 

Class— ATTENTION ! Left face and one step to the left— MARCH! 
Right face and one step to the right — MARCH! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 

Head to the left— BEND ! RAISE ! Head to the right— BEND ! RAISE I 
Count 1, 2, 3, 4, 5, 6, etc. POSITION! 

Arms sideward and backward— STRETCH ! 

Head— FIRM ! Left knee upward— BEND ! Backward— STRETCH ! 
Upward— BEND ! Downward— PLACE ! 
Repeat with the right. POSITION ! 

Arms sideward stretch and left forward — FALLOUT ! 

Arms upward bend and sideward— STRETCH ! Feet— CHANGE ! 
POSITION ! 

Hips— FIRM ! Left foot outward— PLACE ! 

Trunk to the left— TWIST ! Forward— TWIST ! 
Repeat to the right. POSITION ! 

Head— FIRM! Left foot forward— PLACE ! Heels— RAISE ! SINK! 
Feet— CHANGE ! POSITION ! 
With a deep breath, chest— RAISE ! SINK ! 

Lesson XIX. 15 Minutes. Daily— 19th Week, 

Class— ATTENTION! Right about— FACE ! Left— FACE ! 

Left— FACE ! Right— DRESS ! FRONT ! Left— DRESS ! FRONT ! 
Hips— FIRM ! Head— FIRM ! Arms forward— BEND ! POSITION ! 

Hips— FIRM! Left foot forward— PLACE ! Heels— RAISE ! Heels— SINK! 
Feet— CHANGE ! 1 ! 2 ! Class— HALT ! 1 ! 2 ! POSITION ! 

Hips— FIRM! Feet— CLOSE! Head backward— PULL ! Head to— POSITION! 
Repeat, counting 1, 2, etc. RAISE ! 
Feet— OPEN ! POSITION ! 



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95 



Left arm upward and right arm sideward — STRETCH ! 
Arms— CHANGE ! 1 ! 2 ! POSITION ! 

Arms sideward stretch and feet sideways — PLACE! 

Trunk forward— BEND ! Arms forward— BEND ! FLING ! 
Trunk— RAISE! Hands and feet— POSITION ! 

Arms upward— STRETCLI ! Left foot backward— PLACE ! 
Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
Arms and foot— POSITION ! 
Repeat with the right. POSITION ! 

Left hip firm and right arm upward— STRETCH ! 

Trunk to the left— BEND ! RAISE ! Arms— CHANGE ! etc. POSITION ! 

Hips— FIRM ! Left leg sideways— RAISE ! 

Cut step sideways to the count 1, 2—1, 2— GO ! Class— HALT ! 1, 2, 3. 
POSITION! 

Arms sideward raise and deep breathing. 



Lesson XX. 15 Minutes. Daily— 20th Week. 

Class— ATTENTION ! Hips firm and left foot sideways— PLACE ! 

Hands and foot— POSITION ! Hips firm and right foot sideways— PLACE ! 
Hands and foot— POSITION ! Hips firm and left foot sideways— PLACE ! 
Hips firm and feet— CHANGE ! 1,2. Hips firm and feet— CHANGE ! 1,2. 

Hips— FIRM ! Heels— RAISE ! Quick running in place— GO ! 
Class— HALT ! 1, 2, 3, 4. POSITION ! 

Hips firm and feet — CLOSE ! With a deep breath, head backward — PULL ! 
Head to— POSITION! Repeat, counting 1, 2, etc. 
Hands and feet— POSITION ! 

Arms upward, sideward, downward and backward — STRETCH! 

With palms up, arms sideways — STRETCH ! 

Arm raising upward, heels— RAISE ! 1, 2—1, 2. POSITION ! 

Arms sideways fling and feet — CLOSE ! 

Left leg sideways— RAISE ! REPLACE ! Repeat to the right. 
Hands and feet— POSITION ! 

Head firm and feet— CLOSE ! Left foot forward— PLACE ! 

Trunk forward— BEND ! RAISE ! Head firm and feet— CHANGE ! 1,2. 
Trunk forward— BEND ! RAISE ! Foot— REPLACE ! 
Hands and feet— POSITION ! 

Hips— FIRM ! 

High knee upward bending, beginning with the left foot — GO ! 1 ! 2 ! 
1 ! 2 ! etc. Class— HALT ! 1 ! 2 ! POSITION ! 



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PHYSICAL EDUCATION COMPLETE 



Arms sideways fling and left foot sideways — PLACE ! 
Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND ! RAISE ! POSITION ! 

Hips— FIRM! Left leg sideways— RAISE ! Cut step sideways— GO ! 1! 2! 
1 ! 2 1 etc. Class— HALT ! 1, 2, 3. POSITION ! 

Arm raising and deep breathing — 1, 2 — 1, 2. 



TWENTY LESSONS IN GYMNASTICS FOR GRADE VII 

Lesson I. 20 Minutes. Daily — 1st Week. 

Class— ATTENTION ! Arms sideways and heels— RAISE! SINK! 
Hips— FIRM! Head— FIRM! Right hip and left head— FIRM! 
CHANGE ! CHANGE ! POSITION ! 

Hips— FIRM ! With a deep breath, head backward— PULL ! 

Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 

Left arm forward and upward— FLING ! CHANGE ! CHANGE ! 1, 2—1, 2. 
Class— HALT! 1, 2. POSITION! 

Head— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK ! POSITION ! 

Feet astride— JUMP ! Trunk forward— BEND ! Arms forward— BEND ! 
FLING! BEND! FLING! Trunk— RAISE ! Hands and feet quickly— 
POSITION! 

Head— FIRM ! H:eels— RAISE ! Knees— deep— BEND ! Knees— STRETCH ! 
Heels— SINK ! POSITION ! 

Plips— FIRM! With .a deep breath, chest— RAISE! LOWER! 



Lesson II. 20 Minutes. Daily— 2nd Week. 

Class— ATTENTION ! Left— FACE ! Right— FACE ! Left— DRESS ! FRONT! 
Arms upward— BEND ! Arms forward— BEND ! Hips— FIRM ! 
POSITION ! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— deep— BEND ! 
Knees— STRETCH ! Heels— SINK! POSITION! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION ! 

Arms upward, sideward and downward— STRETCH ! POSITION ! 



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97 



Hips— FIR:\r I Left kni (' upward— HEX I) ! Knee l)Mekwai'(l— STRETCH ! 
Knee ii])wai'(^ — BEND! Foot downward — PLACE 1 
Eepeat witli tlie right foot. POSITION! 

Ke,^t— CLOSE! Left foot forward— PLACE ! 

Trunk forward — BEND ! Arm tlinging forward, upward (1) 
forward, downward (2) 1. 2 — 1. 2. 
Triiidv— EAISE ! Foot— REPLACE ! 
Repeat with the right foot. POSITION! 

Flips— FIRM! High knee upward bending— GO ! 1! 2! 1! 2! etc. 
Chiss— HALT ! 1 ! 2 ! POSITION ! 

Plead firm and feet sideways — JUMP ! 

Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND ! RAISE ! 
Hands and feet quickly, POSITION ! 

Flips— FIRM! Astride— JUMP 1, 2—1. 2. Class— HALT 1, 2. POSITION! 

Arms sideAvays raise and — INHALE ! Lower and — EXHALE ! 

Lesson III. 20 Minutes. Daily— 3rd Week. 

Class— ATTENTION ! Hips— FIRM ! Head— FIRM ! Feet— CLOSE ! 
Feet— OPEN! Left— FACE ! Right— FACE ! POSITION! 

Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 

Arms forward— FLING ! Arms upward— BEND ! Sideward— STRETCH ! 

Arms upward— RAISE ! Arms upward— BEND ! Sideways— STRETCH ! 
POSITION ! 

Arms sideward, upward— RAISE ! Left leg forward— RAISE ! 

Hands and foot POSITION! Repeat using right foot. POSITION! 

Arms half sideward— RAISE ! Arm rotation— 1. 2. etc. POSITION! 

Left foot forward place and neck— FIRM ! Trunk lift and to the left— BEND ! 
RAISE ! Arms and feet— CHANGE ! POSITION ! 

Hips— FIRM! Astride— JUMP ! 1.2—1. 2. Class— HALT ! 1.2, 3. 
POSITION. 

Arms sideward, upward and heels raise as — INHALE ! 
Arms lower as— EXHALE ! 

Lesson IV. . 20 Minutes. Daily— 4th Week. 

Class— ATTENTION ! Left— FACE ! One step to the left— MARCH! 

Right— FACE ! One step forward— MARCH ! Feet— CLOSE ! OPEN ! 
Head— FIRM! Arms upward— BEND ! Forward— BEND ! POSITION! 



98 



PHYSICAL EDUCATION COMPLETE 



Arms sideward stretch and feet sideways — PLACE ! 
Head backward— PULL ! Head to— POSITION ! 
Repeat, conntiiig 1, 2, etc. POSITION ! 

Arms upward- STRETCH ! Left knee upward- BEND ! Knee backward— 
STRETCH! Knee upward- BEND ! Foot downward— PLACE. 
Repeat with the right. POSITION! 

Arms upward- STRETCH! Left forward— FALL OUT! POSITION! 
Repeat Avith the right. POSITION! 

Arms upward stretch and feet sideways — PLACE ! 
Trunk lift and to the left— BEND ! RAISE ! 
Trunk lift and to the right— BEND ! RAISE ! POSITION ! 

Head— FIRM! Left foot sideways— PLACE ! Heels— RAISE ! 

Knees— BEND ! Knees— STRETCH ! Heels— SINK ! POSITION ! 
Repeat with the right. POSITION! 

Hips— FIRM! Left leg sideward— RAISE ! Cut-step sideways— GO ! 1! 2! 
1! 2! etc. Class— HALT! 1, 2, 3. POSITION! 

Arms sideward raise and — INHALE ! Arms lower and — EXHALE ! 



Lesson V. 20 Minutes. Daily— 5th Week. 

Class— ATTENTION ! Mark time— MARK! Class— HALT ! 

Hips— FIRM! Head— FIRM! POSITION! Right— DRESS! FRONT! 

Arms sideways and heels— RAISE ! Head to the left— BEND ! RAISE ! 

BEND! RAISE! Head to the right— BEND ! RAISE! BEND! RAISE! 
Heels— SINK ! POSITION ! 

Left arm forward and right arm sideward— STRETCH ! Arms— CHANGE ! 
POSITION ! 

Hips— FIRM! Left leg sideward— RAISE ! Legs— CHANGE ! etc. 
POSITION! 

Arms sideways stretch and feet sideways — PLACE ! Trunk forward — BEND ! 
Arms forward— BEND ! FLING! Trunk— RAISE ! 
Hands and feet quickly— POSITION ! 

Hips— FIRM ! Left foot forward— PLACE ! Trunk to the left— TAVIST ! 
Forward— TAVIST ! Trunk to the right— TA^HST ! Forward— TAA^ST ! 
POSITION ! 

Hips firm and feet— CLOSE ! Left leg forward— RAISE ! 

Forward cut step— GO ! Class— HALT ! 1, 2, 3. POSITION ! 

Arms overhead circle and INHALE. Lower and EXHALE. 



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99 



Lesson VI. 20 Minutes. Daily— 6tn Week. 

Class— ATTENTION ! Eight about— FACE ! Forward four steps— MARCH! 
Left about— FACE ! Forward four steps— :\rARCLI ! 
Arms upward— BEND! Arms sideward— STRETCH ! Head— FIRM! 
Feet— CLOSE ! Feet— OPEN ! POSITION ! 

Arms sideward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK ! POSITION ! 

Arms half forward— BEND ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION ! 

Arms upward— BEND! Left arm sideward— STRETCH ! Count 2. 
Left arm bend and right arm sideward— STRETCH ! Count 1. 
Alternating 1, 2—1, 2, etc. Class— HALT ! 1, 2. POSITION. 

Head— FIRM ! Left knee upward— BEND ! Knee backward— STRETCH ! 
Knee upward — BEND ! Foot downward — PLACE ! Repeat with the right. 
POSITION. 

Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! Arms- 
parting 1, 2—1, 2. Knees— STRETCH! Heels— SINK! POSITION! 

Feet— CLOSE ! Left foot forward— PLACE ! Trunk forward— BEND ! 
Arm flinging forward, upward — 1 Forward, downward, 2. 1, 2. 
Trunk— RAISE ! Foot— REPLACE ! Repeat with the right. POSITION ! 

Forward cut step as in Lesson Y. 

Hips firm and with a deep breath, chest— RAISE ! Sink and— EXHALE ! 



Lesson VII. 20 Minutes. Daily— 7th Week. 

Class— ATTENTION ! Feet— CLOSE ! Hips— FIRM ! Heels— RAISE ! SINK ! 
Feet— OPEN ! Arms upward— BEND ! A^mis half sideways— BEND ! 
POSITION! 

.. , , 

Hips firm and feet sideways — PLACE ! With a deep breath, head backAvard — 
PULL ! Head to— POSITION ! Repeat, counting 1, 2, etc. 
Hands and feet— POSITION ! 

Arms upward bend and heels — RAISE ! 

Arms upward stretch and knees — BEND ! 1, 2 — 1, 2. 
Class— HALT! 1, 2. POSITION! 

Trunk forward — BEND ! Arms upward — FLING- ! 

Arms forward— SINK ! FLING! SINK! Trunk— RAISE ! 

Hips firm and left foot forward— PLACE ! Trunk to the left— TWIST ! 
Forward— TWIST ! Feet— CHANGE ! To the right— TWIST ! 
Hands and feet— POSITION ! 



100 



PHYSICAL EDUCATION COMPLETE 



Eight— FACE ! Hands on desks— PLACE ! Jump over seat— 1, 2, 3, 4, 5, 6. 
Kepeat. Left— FACE ! POSITION! 

With a deep breath, chest— RAISE ! SINK! RAISE! SINK! 



Lesson VIII. 20 Minutes. Daily— 8th Week. 

Class— ATTENTION ! Left— FACE ! One step to the right— MARCH ! 
Left— FACE ! One step to the left— MARCH ! Right about- FACE ! 
POSITION ! 

Head firm and left foot sidewaj^s— PLACE ! Arms sideways fling and heels — 
RAISE ! Arms bend and heels— SINK ! Hands and foot— POSITION ! 
Repeat to the right. POSITION ! 

Hips firm and feet — CLOSE ! With a deep breath, head backward — PULL ! 
Head to— POSITION! Repeat, counting 1, 2, etc. 
Hands and feet— POSITION ! 

Arms upward, downward, and sideward^ — STRETCH ! 

Hips firm and feet— CLOSE ! Left leg sideways— RAISE ! REPLACE! 

Right leg sideways— RAISE ! REPLACE! Hands and feet— POSITION! 
Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
Arms parting— 1! 2! 1! 2! Knees— STRETCH ! 
Heels— SINK! POSITION! 

Feet— CLOSE! Left foot forward— PLACE ! Trunk forward— BEND ! 

Arm flinging forward, upward — 1. Forward, downward — 2. 1, 2 — 1, 2. 
Trunk— RAISE! Foot— REPLACE ! Repeat with the right. POSITION! 

Hips— FIRM ! High knee upward bending— GO ! Class— HALT ! 1, 2. 
POSITION. 

Cut step sidewaj^s. 

Arm raising sideways and deep breathing, 1, 2 — 1, 2 — 1, 2. 



Lesson IX. 20 Minutes. Daily— 9th Week. 

Class— ATTENTION ! Left forward— FALL OUT ! CHANGE ! Hips— FIRM ! 
Right hip and left head— FIRM ! CHANGE ! CHANGE ! 
Trunk forward— BEND ! RAISE ! Left— FACE ! Right— FACE ! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Head to the left— BEND ! RAISE ! 
Head to the right— BEND ! RAISE ! POSITION ! 

Arms upward — BEND ! Heels — RAISE ! Arms upward stretch and knees — 
BEND ! Arms bend and knees— STRETCH ! POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 101 

Arms sideward — STRETCH! Swimmino' movement with the arms — 1, 2, 3. 
POSITION. 

Trunk forward — BEND ! Repeat swimming movement with the arms — 1, 2. 3. 
Trnnk— RAISE ! POSITION ! 

Arms forward bend and feet— CLOSE ! Trunk lift and to the left— BEND ! 
RAISE ! Trunk lift and to the right— BEND ! RAISE ! 
Hands and feet— POSITION ! 

Hips— FIRM ! Astride— JUMP ! 1 ! 2 ! 1 ! 2 ! etc. POSITION ! 

Arms sideward and upward raise and — INHALE ! Arms lower and — EXHALE ! 

Lesson X. 20 Minutes. Daily— 10th Week. 

Class— ATTENTION ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
Heels— SINK! Feet— CLOSE ! Feet— OPEN ! Left leg forward— RAISE ! 
Downward— PLACE ! Arms upward— BEND ! POSITION ! 

Arms sideward— STRETCH ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION ! 

Hips— FIRM ! Left knee upward— BEND ! Knee sideways— MOVE ! 

Knee forward — MOVE ! Foot downward — PLACE ! Repeat with the right. 
POSITION. 

Arms forward stretch and feet sideways — PLACE ! Trunk forward — BEND ! 
Arms sideways — FLING! (1) Arms forward — (2) 1, 2 — 1, 2. 
Class- HALT 1, 2. Trunk— RAISE ! POSITION! 

Left arm upward and with palm up, right arm sideways — STRETCH! 
Arms— CHANGE ! 1, 2. Arms— CHANGE ! 1, 2. 
Both arms sideways— STRETCH ! POSITION ! 

Hips — FIRM ! Heels — RAISE ! High knee upward bending, beginning with 
the left foot— GO ! 1 ! 2 ! etc. Class— HALT ! 1 ! 2 ! 3 ! POSITION ! 

Cut step sideways. 

Arms sideways raising, hand turning and deep breathing. 1, 2 — 1, 2 — 1,2. 

Lesson XI. 20 Minutes. Daily— 11th Week. 

Class— ATTENTION ! Feet astride— JUMP ! Trunk forward— BEND ! RAISE 1 
POSITION ! Left— DRESS ! Right— DRESS ! Hips— FIRM ! 
Heels— RAISE! SINK! POSITION! 

Hips— FIRM! Head backward— PULE! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 



Left arm sideways and right arm forward — ! 
POSITION ! 



STRETCH ! Arms— < 



CHANGE ! 1, 2. 



102 



PHYSICAL EDUCATION COMPLETE 



Arms upward stretch and feet sideways — PLACE ! Trunk forward — BEND ! 
RAISE! BEND! RAISE! POSITION! 

Arms upward stretch and feet sideways — PLACE ! Head backward — PULL ! 
Head to— POSITION! Repeat, counting 1, 2, etc. 
Hands and feet, quickly— POSITION ! 

Head firm and left foot outward— PLACE ! Trunk to the left— TWIST ! 
Forward— TWIST ! Trunk to the right— TWIST ! Forward— TWIST ! 
Hands and feet— POSITION ! 

Cut step sideways. 

Hips— FIRM! AVith a deep breath, chest— RAISE ! SINK! 

Lesson XII. 20 Minutes. Daily— 12th Week. 

Class— ATTENTION ! Right about— FACE ! Two steps forward— MARCH ! 
Left about— FACE! Two steps forward— MARCH ! Feet— CLOSE ! 
Hips— FIRM! Heels— RAISE! Heels— SINK ! Feet— OPEN ! POSITION ! 

Left foot forward place and hips — FIRM ! Head backward — PULL ! 
Head to— POSITION! Repeat, counting 1, 2, etc. 
Feet— CHANGE! Repeat. POSITION! 

Heels — RAISE ! Knees — deep — BEND ! Arms upward and sideward — 
STRETCH! Knees— STRETCH ! Heels— SINK! POSITION! 

Arms upward— STRETCH ! Left leg sideways— RAISE ! Foot downward— 
PLACE ! Repeat with the right. POSITION ! 

Arms half forward — BEND ! Arm rotation — 1, 2 — 1, 2. 

Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 

Head firm and feet sideways— PLACE ! Trunk lift and to the left— BEND ! 
RAISE ! Trunk lift and to the right— BEND ! RAISE ! BEND ! RAISE I 
Hands and feet— POSITION ! 

Hips — FIRM ! Left leg sideways^ — RAISE ! Hop four times on the right foot. 
Feet — change and hop four times on the left foot. Alternate. POSITION ! 

Arm sideward raising and deep breathing. 

Lesson XIII. 20 Minutes. Daily— 13th Week. 

Class— ATTENTION ! Right— FACE ! Knees— BEND ! Knees— STRETCH ! 
Left— FACE! Arms forward— BEND ! Arms upward— BEND ! Hips— 
FIRM! POSITION! 

Arms sidcAvays raise and left foot forward — PLACE ! Head to the left — ■ 
BEND ! RAISE ! Head to the right— BEND ! RAISE ! Hands and foot— 
POSITION! Repeat to the right. POSITION! 



FOR SCHOOLS AXD PLAYGROUNDS 



103 



Arms forward l)eiid and heels — KAJSK! Ai'ms sideways fling and knees — 
liKND! Arms bend and knees— STRETCH ! Repeat! 

Left— FACE ! Hips Urm and left outward— FALL OUT ! Left heel— RAISE ! 
SINK! RAISE! SINK! POSITION! Repeat to right. 

Arms sideways stretch and feet sidewaj^^s — PLACE ! Trunk forward — BEND ! 
RAISE ! Trunk forward and arms forward— BEND ! RAISE ! POSITION ! 

Hips— FIRM! Feet astride— JUMP ! Trunk lift and to the left— BEND 1 
RAISE ! Repeat to the right. Hands and feet— POSITION ! 

Hips — FIRM ! Left leg forward — RAISE ! Hop four times on the right foot. 
Feet change, right leg backward raise and hop four times on the left. 
Alternate. POSITION! 

Arms forward sloAvly raise and — INHALE ! Arms lower and — EXHALE ! 

Lesson XIV. 20 Minutes. Daily— 14th Week. 

Class— ATTENTION ! Left foot forward— RAISE ! SINK ! Right foot f or- 
Avard— RAISE ! SINK ! POSITION ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK ! Feet— CLOSE ! OPEN ! 

Heels— RAISE ! Knees— BEND ! Arms upward— STRETCH ! 1, 2—1, 2. 
Knees— STRETCH ! Heels— SINK ! POSITION I 

Left arm upward and right arm sideward— STRETCH ! Arms— CHANGE ! 
Arms downward— STRETCH ! 1, 2—1, 2. POSITION ! 

Hips — FIRM! Alternate knee upward bending, beginning Avith the left foot — 
1 ! 2 ! 3 ! 4 ! etc. POSITION ! 

Head— FIR:\I ! Left f orAvard— FALL OUT ! Foot— REPLACE ! 
Right f orAA-ard- FALL OUT ! Foot— REPLACE ! POSITION ! 

Arms half sidcAvays- RAISE ! Arm rotation— 1 ! 2 ! etc. POSITION ! 

Hips — FIRM ! Left leg sideAA^ard — RAISE ! Hop on the right eight times ; feet 
change and hop eight times on the left. POSITION ! 

Hips — FIRM ! Deep breathing, sIoaa^ count, 1, 2 — 1, 2. 

Lesson XV. 20 Minutes. Daily— 15th Week. 

Class— ATTENTION ! Arms sidcAA^ays- RAISE ! SINK ! Left— FACE ! 

Right— FACE ! Hips— FIRM ! Head— FIRM ! Arms sidcAA^ard. upAvard— 
RAISE ! POSITION ! 

Hips firm and left foot outAA^ard— PLACE ! Foot— REPLACE 1 
To the left and right alternately ! POSITION ! 

Head firm and feet sidcAA^ays — JU]\IP ! With a deep breath, head backAA^ard — 
PULL ! Head to— POSITION ! Repeat, counting 1, 2, etc. 
Hands and feet, quickh^— POSITION ! 



104 



PHYSICAL EDUCATION COMPLETE 



Left arm upward and right arm, sideward — STRETCH! Arms — CHANGE E 
CHANGE ! CHANGE ! Arms upward— STRETCH ! etc. POSITION ! 

Arms sideward — STRETCH ! Left knee upward — BEND ! Knee backward — 
STRETCH ! BEND ! STRETCH ! Downward— PLACE ! 
Repeat with the right. POSITION ! 

Hips— FIRM ! Left forward— PALL OUT ! POSITION ! 1, 2—1, 2. 
Right forward— FALL OUT ! 1, 2—1, 2. POSITION ! 

Cut step forward. 

Head— FIRM ! With a deep breath, chest— RAISE ! SINK ! POSITION ! 

Lesson XVI. 20 Minutes. Daily— 16th Week. 

Class— ATTENTION ! Head firm and feet sideways— JUMP ! 

Arms forward— BEND ! FLING ! POSITION ! Heels— RAISE ! SINK I 
Toes— RAISE ! SINK ! Left— FACE ! Right— FACE ! POSITION ! 

Hips— FIRM ! Left foot outward— PLACE ! Heels— RAISE ! SINK ! 1, 2—1, 2. 
POSITION ! 

Arms forward, backward, sideward and upward — STRETCH ! 

Left arm upward and right arm forward— STRETCH ! 2. 1, 2. 

Arms sideward— STRETCH ! BEND! STRETCH! POSITION! 

Hips— FIRM ! Left forward— FALL OUT ! Arms upward— STRETCH ! 1, 2— 
1, 2—1, 2. POSITION ! Repeat to the right. POSITION I 

Hips firm and feet sideways— PLACE ! Trunk forward— BEND ! RAISE I 
BEND ! RAISE ! Hands and feet, quickly— POSITION ! 

Cut step forward. 

Hips— FIRM! With a deep breath, chest— RAISE ! SINK! 

Lesson XVII. 20 Minutes. Daily— 17th Week. 

Class— ATTENTION ! Hips— FIRM! Heels— RAISE ! SINK! 

Feet— CLOSE ! Arms forward and upward— FLING ! LOWER ! 
Feet— OPEN ! Head— FIRM ! Right head and left hip— FIRM ! 
CHANGE! CHANGE! POSITION! 

Head— FIRM ! Trunk to the left— TWIST ! Forward— TWIST ! 

Trunk to the right— TWIST ! Forward— TWIST ! POSITION! 

Arms sideward, upward, downward and backward — STRETCH! 

Hips— FIRM ! Heels— RAISE ! Knees— deep— BEND ! Knees— STRETCH ! 
Heels— SINK ! POSITION ! 

Hips— FIRM! Left backward— FALL OUT! POSITION! 
Right backward— FALL OUT ! POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



105 



Arms si(l('w;i\ s stretch and feet sideways— PLACE ! Head to the h^ft — BEXD : 
EAISE ! Head to the right— BEND ! RAISE! POSITION! 

I-Iips_FIR:\I I Left leg sideward — RAISE ! Hop ten times on the right foot. 
Feet change and hop ten times on the left foot. Alternate twice. 
POSITION ! 

Deep breathing and arms sideward raising. 

Lesson XVIII. 20 Minutes. Daily— 18th Week. 

Class— ATTENTION ! Arms sideways and heels— RAISE ! SINK! 

Arms forward— BEND ! FLING ! POSITION ! Feet— CLOSE ! OPEN ! 
Left knee upward- BEND ! SINK ! Right— DRESS ! FRONT ! 

Hips firm and left foot forward— PLACE ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK ! Foot— REPLACE ! 

Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. 

Head— FIRM ! Head backward— PULL ! Head to— POSITION ! 
Repeat, counting 1, 2, etc. POSITION! 

Left arm sideways and right arm downward— STRETCH ! Arms— CHANGE ! 
CHANGE ! Arms upward— STRETCH ! POSITION ! 

Hips— FIRM ! Alternate high knee upward bending— 1, 2—1. 2. POSITION ! 
Class— HALT! 1!2! POSITION! 

Head— FIRM! Left backward— FALL OUT! POSITION! 
Repeat with the right. POSITION! 

Hips— FIRM ! Cut step forward. 

Arms upward bend and — INHALE! Slow arm extension— sideways 1, 2. 
EXHALE! 

Lesson XIX. 20 Minutes. Daily— 19th Week. 

Class— ATTENTION ! Left foot sideward— RAISE ! POSITION ! 
Arms forward, upward— FLING ! POSITION! Feet— CLOSE ! 
Feet— OPEN! Toes— RAISE ! SINK! POSITION! 

Arms sideways raise and left foot outward— PLACE ! REPLACE ! POSITION! 
Repeat to the right. POSITION ! 

Heels — RAISE ! Arms upw^ard, sideward, downward and backward — 
STRETCH ! POSITION ! 

Arms and left leg sideward— RAISE ! SINK! RAISE! SINK! 

Feet— CHANGE! RAISE! SINK! RAISE! SINK' POSITION! 



106 



PHYSICAL EDUCATION COMPLETE 



Arms sideward— STRETCH ! Feet sideward— PLACE ! Trunk forward— 
BEND ! Arms forward— BEND ! FLING ! BEND ! FLING ! 
Trunk— RAISE ! POSITION ! 

Hips— FIRM ! Left forward— FALL OUT ! Heels— RAISE ! 

Knees— BEND ! Knees— STRETCH ! Heels— SINK ! POSITION ! 

Jump in place — 1, 2, 3, 4, 5, 6. 

Arms sideward raising and deep breathing. 

Lesson XX. 20 Minutes. Daily— 20th Week. 

Class— ATTENTION ! Hips firm and feet— CLOSE ! Feet— OPEN ! 
Toes— RAISE! SINK! Head to the left— BEND ! RAISE! 
Head to the right— BEND ! RAISE ! Trunk forward— BEND ! RAISE ! 
POSITION ! 

Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Deep— BEND ! 
Alternate head — rotation 1, 2, S, 4, etc. 

Hips— FIRM! Head— FIRM! CHANGE! CHANGE! POSITION! 

Left arm upward right arm sideward — STRETCH ! Arms — CHANGE ! - 
Arms downward— STRETCH ! POSITION! 

Hips— FIRM! Left foot sideward— RAISE ! SINK! RAISE! SINK! 

Feet— CHANGE ! 1, 2. RAISE ! SINK ! RAISE ! SINK ! POSITION ! 

Hips firm and feet— CLOSE ! Left forward— FALL OUT ! POSITION ! 1, 2— 
1, 2—1, 2—1, 2, etc. Right forward— FALL OUT ! POSITION ! etc. 

Cut step sideward. 

Hips firm and with a deep breath, chest — RAISE! SINK! 



TWENTY LESSONS IN GYMNASTICS FOR GRADE VIII. 

Lesson I. 20 Minutes. ^ Daily — 1st Week. 

Class— ATTENTION! In place— REST ! ATTENTION! Feet— CLOSE! Feet— 
OPEN ! Hips— FIRM ! Head firm and feet astride— JUMP ! POSITION ! 

Arms sideways stretch and feet astride — JUMP ! Trunk forward — BEND ! 
RAISE! BEND! RAISE! POSITION! 

Arms forward— BEND ! Sideward— FLING ! BEND! FLING! POSITION! 

Head— FIRM ! Left knee upward— BEND ! Forward— STRETCH ! BEND ! 
STRETCH! Foot— REPLACE ! Repeat with the right foot. POSITION! 

Arms half sideways — BEND ! Trunk forward — BEND ! Arm rotation — 
1 ! 2 ! 1 ! 2 ! etc. Trunk— RAISE ! POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 107 

Hips— FTKM ! Trunk to the left— TWIST ! Forward— TWIST ! 

Trunk to the right— TWIST ! Forward— TWIST ! POSITION! 

nips_FIR]\I ! Left leg sideways— RAISE ! 
Cut step sideward, in this rhythm, 1, 2, 1, 2 — GO ! 
Class— HALT ! 1, 2, 3. POSITION ! 

Hips firm and with a deep breath, chest— RAISE ! SINK ! 

Lesson II. 20 Minutes. Daily— 2nd Week. 

Class— ATTENTION ! Left foot forward— PLACE ! Foot— REPLACE ! 

Right foot forward— PLACE ! Foot— REPLACE ! Arms— RAISE ! SINK ! 
Heels— RAISE! SINK! POSITION! 

Head— FIRM ! Trunk to the left— TWIST ! Forward— TWIST ! 

Trunk to the right— TWIST ! Forward— TWIST ! POSITION ! 

Arms sideward, upward, backward and downward — STRETCH ! 

Hips— FIRM ! Left knee upward— BEND ! Knee sideways— MOVE ! 
Forward— MOVE ! Repeat to the right. POSITION! 

Head— FIRM! Left foot backward— FALL OUT ! Foot— REPLACE ! 
Right backward— FALL OUT ! POSITION ! 

Hips— FIRM ! Feet— CLOSE ! Left leg forward— RAISE ! 

Forward cut step— GO ! 1, 2, 1, 2, etc. Class— HALT ! 1, 2, 3. POSITION! 

Arms sideward raise and^ — INHALE ! Arms sink and — EXHALE ! 

Lesson III. 20 Minutes. Daily— 3rd Week. 

Class— ATTENTION ! Right hip and left neck— FIRM ! CHANGE ! POSI- 
TION ! Right- FACE ! Left— FACE ! Feet— CLOSE ! Feet— OPEN ! 
Left forward— FALL OUT ! POSITION ! Right backward— FALL OUT ! 
POSITION! 

Hips firm and left foot forward— FALL OUT ! Heels— RAISE ! 

Knees— BEND ! Knees— STRETCH ! Heels— SINK ! POSITION ! 
Repeat to the right. POSITION ! 

Left arm upward and right arm downward — STRETCH ! Arms — CHANGE ! 
Arms sideward— STRETCH ! POSITION! 

Arms half sideward— BEND ! Left leg sideward— RAISE ! 

Foot downward— PLACE ! Repeat with the right. POSITION! 

Hips firm and left foot outward— FALL OUT ! Feet change— 1 ! 2 ! POSITION! 

Arms upward stretch and feet sideward — PLACE ! Trunk lift and to the 
left— BEND ! RAISE ! BEND ! RAISE ! Trunk lift and to the right— 
BEND! RAISE! BEND! RAISE! POSITION! 



108 



PHYSICAL EDUCATION COMPLETE 



Hips— FIRM ! Left leg sideways— RAISE ! Hop on the right foot— 1 ! 2 I 
Change and hop on the left— 1 ! 2 ! Alternating. POSITION ! 

Arms sideward raise and a deep breath- -1 ! Arms lower and exhale — 2 ! 

Lesson IV. 20 Minutes. Daily— 4th Week. 

Class— ATTENTION ! Right— DRESS ! FRONT ! Right about— FACE ! 
Left about— FACE ! Toes— RAISE ! SINK ! Hips— FIRM ! 
Trunk forward— BEND ! RAISE! POSITION! 

Arms upward stretch and feet sideways — PLACE ! Trunk forward — BEND ! 
RAISE! BEND! RAISE! POSITION! 

Left arm sideward and right arm upward— STRETCH ! Arms— CHANGE I 
1! 2! Both arms upward and sideward— STRETCH ! POSITION! 

Arms and left leg sideward — RAISE ! Arms and legs lower and — CHANGE I 
POSITION ! 

Trunk forward — BEND ! Arm.s forward — RAISE ! Turning palms up — arms 
sideways— FLING ! Forward— FLING ! 1, 2—1, 2—1, 2. 
Trunk— RAISE ! Palms— FACE ! POSITION ! 

Arms sideward stretch and left foot outward — PLACE ! Trunk to the left — 
BEND! RAISE! BEND! RAISE! Feet— CHANGE ! Trunk to the 
right— BEND ! RAISE ! BEND ! RAISE ! Hands and foot— POSITION ! 

Hips— FIRM ! Feet astride— JUMP ! Heels— RAISE ! 

Spring jump, ready— GO ! 1, 2, 1, 2, etc. Class— HALT ! 1, 2, 3. POSITION I 
Arms circle overhead and inhale — 1 ! Lower and exhale — 2 ! 

Lesson V. 20 Minutes. Daily— 5th Week. 

Class— ATTENTION ! Arms— RAISE ! SINK! Trunk forward— BEND ! 
RAISE! Feet close and arms upward — FLING! Feet open and 
arms— SINK ! Left leg backward— PLACE ! Foot— REPLACE ! 
Right leg sideward— RAISE ! SINK ! POSITION ! 

Arms sideways raise and feet astride — JUMP ! Heels — RAISE ! 

Knees— deep— BEND ! Knees— STRETCH ! Heels— SINK ! POSITION [ 

Left arm upward and right arm backAvard— STRETCH ! Arms— CHANGE r 
Arms sideward— STRETCH ! etc. POSITION! 

Hips— FIRM ! Left knee upward— BEND ! Knee sideward— MOVE ! 
Forward— MOVE ! 1, 2—1, 2—1, 2—1, 2. POSITION. 
Repeat with the right. POSITION! 

Head firm and feet— CLOSE ! Left backward— FALL OUT ! 

Foot— REPLACE ! 1, 2—1, 2, etc. Repeat with the right. POSITION! 



FOR SCHOOLS AND PLAYGROUNDS 



109 



Hips— FIR:\I! With a deep breath head backward— PULL ! 

Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION! 

Cut step sideward. (See Lesson 1.) 

Hips— FIRM ! Deep breathing slowly— 1 ! 2 ! POSITION ! 

Lesson VI. 20 Minutes. Daily— 6th Week. 

Class— ATTENTION! Left foot forward— RAISE ! Foot— REPLACE ! 
Right foot forward— RAISE ! Foot— REPLACE ! Hips firm and 
feet— CLOSE ! Hands and feet— POSITION ! 
Left— FACE ! Right— DRESS ! FRONT ! Right— FACE ! 

Hips— FIRM ! Head to the left— BEND ! RAISE ! 
To the right— BEND! RAISE! POSITION! 

Hands on desks — PLACE ! Feet backward, toes touching floor — PLACE ! 

Arms— BEND ! RAISE ! BEND ! RAISE ! Hands and feet— POSITION 1 

Arms sideward and left leg forward— RAISE ! SINK ! RAISE ! SINK ! 
Repeat right. POSITION! 

Arms forward and upward — FLING ! Slowly, half sideways — BEND ! 
Arm rotation— 1 ! 2 ! POSITION ! 

Hips firm and left foot outward— PLACE ! Trunk lift and to the left— BEND ! 
RAISE ! Trunk lift and to the right— BEND ! RAISE ! POSITION ! 

Spring jump. (See Lesson IV,) 

Arms sideways raise, heels raise, inhale — slowly — 1 ! 
Arms and heels sink as slowly exhale — 2 ! 

Lesson VII. 20 Minutes. Daily— 7th Week. 

Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! Heels— RAISE ! 
Heels— SINK ! Arms forward— BEND ! Sideward— FLING ! 
Toes— RAISE! SINK! POSITION! 

Feet — CLOSE ! Arms forward and upward raise as trunk to the left— TWIST ! 
Arms sideward and downward sink as trunk forward — TWIST ! 
Repeat to the right. POSITION! 

Heels — RAISE ! Knees deep — BEND ! Arms upward and sideward — 

STRETCH! 1,2,3,4—1,2,3,4. Knees— STRETCH ! Heels— SINK! 

Hips— FIRM ! Left leg backward— RAISE ! Foot— REPLACE ! 
1, 2—1, 2—1, 2—1, 2. Repeat wath the right. POSITION! 

Hips— FIRM ! Left forward— FALL OUT ! POSITION ! 

1, 2—1, 2—1, 2—1, 2. Right forward— FALL OUT ! POSITION ! 
1, 2—1, 2—1, 2—1, 2. POSITION ! 



110 



PHYSICAL EDUCATION COMPLETE 



Hips— FIRM ! Feet sideways— PLACE ! Trunk lift and to the left— BEND ! 
RAISE ! Trunk forward— BEND ! RAISE ! Trunk lift and to the right— 
BEND! RAISE! Hands and feet, quickly— POSITION ! 

Spring jump. (See Lesson IV.) 

Arms sideways raise and — INHALE ! Arms sink and — EXHALE ! 

Lesson VIII. 20 Minutes. Daily— 8th Week. 

Class— ATTENTION ! Head— FIRM ! Hips— FIRM! CHANGE! CHANGE! 
Feet— CLOSE ! Heels— RAISE ! Left foot forward— RAISE ! Sink ! 
Right foot backward— RAISE ! POSITION ! 

Arms upward bend and left foot sideways — PLACE ! "With palms up, arms 
sideward stretch and heels — RAISE ! Arms upward raise and knees — 
BEND ! Arms sink and knees— STRETCH ! Arms bend and heels— SINK ! 
Hands and foot— POSITION ! Repeat to the right. POSITION! 

Arms forward — BEND ! 

Deep breathing and slow arm flinging sideways — FLING! 
BEND! l!2!etc. POSITION! 

Arms sideways— RAISE ! Hands — TURN ! Arms half sideways — BEND ! 
Sideways— FLING! BEND! POSITION! 

Arms half sideways— BEND ! Heels— RAISE ! Knees— BEND ! 

Deep— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 

Feet— CLOSE ! Left foot forward— PLACE ! Trunk slightly forward— BEND ! 
Arms forward upward — FLING ! Arms forward downward — FLING ! 
1, 2—1, 2. Trunk— RAISE ! Hands and foot— POSITION ! Repeat to right. 

Forward cut step. (See Lesson II.) 

Arms sideward to overhead circle raise and — INHALE ! 
Arms lower and — EXHALE ! 

Lesson IX. 20 Minutes. Daily— 9th Week. 

Class— ATTENTION ! Heels— RAISE ! Heels— SINK ! Left— FACE ! 

Right— FACE! Right about— FACE ! Left about— FACE ! Toes raise 
and hips— FIRM ! POSITION ! Arms quickly, half sideways— BEND ! 
POSITION ! 

Hips firm and feet astride— JUMP ! Trunk lift and to the left— BEND ! RAISE ! 
Trunk and arms forward — BEND ! Arms sideward — FLING ! BEND ! 
FLING ! Trunk raise and hips— FIRM ! Trunk lift and to the right, etc. 
POSITION! 

Arms sideways— RAISE ! Half forward— BEND ! Arm rotation— 1 ! 2 ! 1 ! 2 ! etc. 
Head— FIRM ! POSITION ! — 



FOR SCHOOLS AND PLAYGROUNDS 



111 



Arms forwjird upwai-d— FLING ! Left leg forward— RAISE ! Knee— BEND ! 
Knee— STRETCH ! Foot— REPLACE ! Repeat with the right. POSITION ! 

Arms forward and npward fling and left foot backward — FALL OUT ! 
POSITION ! 1, 2—1, 2. Repeat right. POSITION ! 

Left hip firm, right arm forward, upward fling and left foot forward — PLACE ! 
Trunk lift and to the left— BEND ! RAISE! POSITION! Repeat all 
right. POSITION! 

Cut step sideward. (See Lesson I.) 

Hips— FIRM! With a deep breath, chest— RAISE ! SINK! POSITION! 

Lesson X. 20 Minutes. Daily— 10th Week. 

Class— ATTENTION ! Hips firm and feet— CLOSE ! Arms sideways raise and 
left foot forward— PLACE ! REPLACE ! POSITION ! 
Arms forward— BEND ! FLING! POSITION! 

Hips firm and heels — RAISE ! Quick running in place — GO ! 
Class— HALT ! 1, 2, 3, 4. POSITION ! 

Arms forward — BEND ! Deep breathing and sIoav arm flinging sideways — 
FLING ! BEND ! 1, 2—1, 2. POSITION ! 

Arms sideways and upward, twice in each direction — 
STRETCH! 1,2—1,2—1,2—1,2. POSITION! 

Arms upward- STRETCH! Feet— CLOSE! Left knee upward— BEND ! 
Knee forward— STRETCH ! Upward— BEND ! Backward- S TRETCH ! 
Upward— BEND ! POSITION ! Repeat with right foot. 

Arms half sideways — BEND ! Arm rotation — 1 ! 2 ! 1 ! 2 ! etc. 
POSITION ! 

Forward cut step. (See Lesson II.) 

Hips firm and feet close, with a deep breath, chest— RAISE ! SINK ! RAISE ! 
SINK ! Hands and feet— POSITION ! 

Lesson XI. 20 Minutes. Daily— 11th Week. 

Class— ATTENTION ! Right— DRESS ! FRONT ! Feet— CLOSE ! 

Trunk forward— BEND ! Arms forward— BEND ! Trunk— RAISE ! 
Hands and feet— POSITION ! 

Hips firm and heels — RAISE ! Quick running in place — GO ! 
Class— HALT! 1, 2, 3, 4. POSITION! 

Arms half sideways — BEND ! Slow^ arm extension upward and with a deep 
breath, head backw^ard— PULL ! 1, 2, etc. POSITION! 



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PHYSICAL EDUCATION COMPLETE 



Arms upward bend and feet— CLOSE ! Arms upward— STRETCH ! 

Left knee upward— BEND ! Right heel— RALSE ! SINK! RAISE! SINK! 
Quickly— POSITION ! Repeat to the right. 

Hips firm and heels — RAISE ! High knee upward bending, l^eginning with the 
left— GO ! Class— HALT ! 1, 2, 3. POSITION ! 

Arms sideways fling and to the left— LUNGE ! Arms and foot— POSITION ! 
Same to the right. POSITION ! 

Spring jump. (See Lesson IV.) 

Arms sideways raise to circle overhead and inhale slowly. 
Arms sink and exhale slowly, 1, 2 — 1, 2. 

Lesson XII. 20 Minutes. Daily— 12th Week. 

Class— ATTENTION ! Hips firm and left leg forward— RAISE ! POSITION ! 
Right foot backward— FALL OUT ! POSITION ! In place— REST ! 
POSITION ! Head— FIRM ! Hips— FIRM ! CHANGE ! CHANGE ! 
POSITION ! 

Head— FIRM ! Trunk to the left— TWIST ! Forward— TWIST ! 
Trunk to the right— TWIST ! Forward— TWIST ! POSITION ! 

Hands on desks — PLACE ! Legs backward, with toes on floor — PLACE ! 
Arms— BEND! STRETCPI! BEND! STRETCH! POSITION! 

x\rms sideways and toes — RAISE ! Arms and toes — SINK ! 

Arms half forward— BEND ! Arm rotation— 1 ! 2 ! etc. POSITION ! 

Arms upward — BEND ! Arms upward stretch and trunk to the left — -BEND ! 
RAISE! BEND! RAISE! POSITION! 

Forward cut step. (See Lesson II.) 

Arms sideways raise and — INHALE ! 
Arms sink and — EXHALE ! 

Lesson XIII. , 20 Minutes. Daily— 13th Week. 

Class— ATTENTION ! Mark time— MARK! Class— HALT ! 1, 2. 

Left— FACE! Right— DRESS ! FRONT! Right— FACE ! Left about 
—FACE ! Right about— FACE ! POSITION ! 

Arms sideways raise and trunk to the left — TWIST ! Trunk forward — TWIST ! 
1, 2—1, 2—1, 2. Trunk to the right— TWIST ! Trunk forward— TWIST ! 
1, 2—1, 2—1, 2. POSITION. 



Arms upward, sideward, downward, backward, twice in each direction — 
STRETCH ! 



FOR SCHOOLS AND PLAYGROUNDS 



113 



Hips FIEIM! Left leg backward stretch and right knee — BEND! 

Knee— STRETCH! BEND! STRETCH! POSITION! Repeat with the 
right. POSITION! 

Arms half sideways— BEND ! Arm rotation— 1 ! 2 ! etc. POSITION ! 

Arms upward stretch and left foot outward — PLACE ! Trunk to the left — 
TWIST ! Trunk forward and to the right— TWIST ! 1, 2—1, 2. 
Forward— TWIST ! Feet— CHANGE ! Trunk to the right— TWIST ! 
Trunk forward and to the left— TWIST ! 1, 2—1, 2. Forward— TWIST ! 
POSITION ! 

Spring jump. (See Lesson IV.) 

Hips firm and Avith a deep breath, chest— RAISE ! SINK! POSITION! 

Lesson XIV. 20 Minutes. Daily— 14th V/eek. 

Class— ATTENTION ! Left— FACE ! Two steps to the right— :\IARCH ! 
Left face and two steps forward— MARCH ! Right about— FACE ! 
Feet— CLOSE! Feet— OPEN! POSITION! 

Arms forward and upward fling and left foot forward — PLACE ! 
Head backward— PULL ! Head to— POSITION ! 1, 2, etc. 
Arms and feet— CHANGE ! etc. POSITION ! 

Heels— RAISE ! Knees— deep— BEND ! Arms sideward— STRETCH ! 
1, 2—1, 2. Knees— STRETCH ! Heels sink and— POSITION ! 

Hips— FIRM! Left leg backward— RAISE ! Right knee— BEND ! 
Knee stretch and left leg— POSITION ! Repeat right. 

Hips— FIRM ! Left forward— FALL OUT ! POSITION ! 1, 2—1, 2—1, 2. 
Right forward— FALL OUT ! POSITION ! 1, 2—1, 2—1, 2. 
POSITION ! 

Arms sideways fling and to the left — LUNGE ! 

Arms and feet— CHANGE ! 1, 2. Arms and feet— CHANGE ! 1, 2. 
POSITION. 

Forward cut step. (See Lesson II.) 

Arms sideways raise, heels raise and — INHALE ! 
Arms and heels sink and — EXHALE ! 

Lesson XV. 20 Minutes. Daily— 15th Week. 

Class— ATTENTION ! Arms forward, upward and heels— RAISE ! 
Arms and heels— SINK ! Heels— RAISE ! Knees— BEND ! 
Knees— STRETCH ! Heels— SINK! Right head and left hip— FIRM ! 
CHANGE! POSITION! 



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PHYSICAL EDUCATION COMPLETE 



Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
Arms half sink — 1 ! Arms upward raise — 2 ! 1, 2. 
Knees— STRETCH ! Heels^SINK ! POSITION ! 

Arms half sideways bend and feet — CLOSE ! Left foot forward — PLACE ! 
Slow arm stretching upward, with backward pulling of head and deep 
breathing, 1, 2—1, 2. POSITION ! 

Arms upward— STRETCH ! Feet— CLOSE ! Left knee vipward— BEND ! 
Right heel— RAISE ! SINK! RAISE! SINK! POSITION! 
Same with the right. 

Feet— CLOSE! Left foot forward— PLACE ! 

Trunk slightly forward — BEND ! Arms forward, upward — FLING ! 
Arms forward, downward — SINK ! Count 1, 2. Trunk — RAISE ! 
Hands and foot— POSITION ! Repeat right. 

Hips firm and heels — RAISE ! High knee upward bending — GO ! 
Class— HALT! 1,2,3. POSITION! 

Head firm and with a deep breath, chest — RAISE ! SINK ! 

Lesson XVI. 20 Minutes. Daily— 16th Week. 

Class— ATTENTION ! Hips— FIRM ! Head— FIRM! CHANGE! CHANGE! 
POSITION ! Arms forward— BEND ! Arms half sideways— BEND ! 
Left— FACE! Right— FACE ! Heels— RAISE ! SINK! POSITION! 

Left forward — FALL OUT ! Arms forward, sideward, upward and dow^nward, 
twice in each direction— STRETCH! POSITION! 

Hands on desks— PLACE ! Legs backward— PLACE ! Arms— BEND ! 
STRETCH! BEND! STRETCH! POSITION! 

Hips— FIRM ! Right leg backward— RAISE ! Left knee— BEND ! 
Knee— STRETCH ! POSITION! Repeat with right. 

Arms sideward stretch and feet sideward — PLACE ! Trunk forward — BEND ! 
Arms half forward — BEND ! Arm rotation — 1 ! 2 ! 
Trunk— RAISE! Hands and feet, quickly— POSITION ! 

Left— FACE ! Hips firm and left foot outward— FALL OUT ! 
Trunk lift and to the left— BEND ! RAISE ! POSITION ! 
Repeat to the right. Right— FACE ! POSITION! 

Spring jump. (See Lesson IV.) . ^ 



Arms slowly sideways, upward raise and — INHALE! 
Arms sink and— EXHALE ! 



FOR SCHOOLS AND PLAYGROUNDS 



115 



Lesson XVII. 20 Minutes. Daily— 17th Week. 

Class— ATTENTION ! Feet close and hips— FIRM ! Heels— RAISE ! 

Knees— BEND! Knees— STRETCH ! Heels— SINK! Hands and feet— 
POSITION ! 

Arms npward stretch and feet sideways — PLACE ! Trunk to the left — TWIST i 
Forward— TWIST ! 1, 2—1, 2. Trunk to the right— TWIST ! 
Forward— TWIST ! 1, 2—1, 2. POSITION! 

Arms forward bend and feet— CLOSE ! Left foot forward— PLACE ! 

Slow arm flinging- sideways, deep breathing and chest raising — 1, 2 — 1, 2. 
Feet— CHANGE! Repeat to the right. POSITION! 

Arms sideways— STRETCH ! Arms upward— STRETCH ! 

Repeat arms upward— STRETCH ! Arms sideward— STRETCH ! etc. 
POSITION ! 

Arms sideways raise and feet — CLOSE ! 

Left knee upward— BEND ! Right heel— RAISE ! SINK! 1, 2—1, 2. 
Right heel— SINK! Repeat to the right. POSITION! 

Arms forward and upward fling and heels — RAISE ! 
Heels— SINK ! RAISE ! SINK ! POSITION ! 

Forward cut step. (See Lesson II.) 

Head backward pull and slowly inhale — 1 ! 
Head to position and exhale — 2 ! 



Lesson XVIII. 20 Minutes. Daily— 18th Week, 

Hips firm and feet— CLOSE ! Left foot forward— PLACE ! 

Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! Heels— SINK ! 
Hips firm and feet— CHANGE ! Repeat right. POSITION ! 

Head firm and left foot sideways — PLACE ! 
Arms sidewaj^s fling and heels — RAISE ! 
Arms upward raise and knees — BEND ! 
Arms sink and knees— STRETCH ! 

Arms bend and heels— SINK! Hands and foot— POSITION ! 
Repeat right. 

Arms forward bend and feet— CLOSE ! Left foot forward— PLACE ! 
Slow arm flinging sideways, deep breathing and chest raising, 1, 2. 
Feet— CHANGE ! ' 

Arms sideways— STRETCH ! Arms upward— STRETCH ! 

Repeat arms upward— STRETCH ! Arms sideward— STRETCH ! etc. 
POSITION ! 



116 



PHYSICAL EDUCATION COMPLETE 



Arms forward and upward fling, right leg backward raise and left heel — 
RAISE! Heel— SINK! Foot— REPLACE ! POSITION! Repeat right. 
All very slowly. 

Hips — FIRM ! High knee upward bending, beginning with the left — GO ! 
Class— HALT ! POSITION ! 

Arms overhead circle and inhale- — 1 ! Sink and exhale — 2 ! 



Lesson XIX. 20 Minutes. Daily— 19th Week. 

Class— ATTENTION ! Feet close and hips— FIRM! Left foot forward— 
RAISE ! Knee— BEND ! Knee— STRETCH ! Foot— REPLACE ! 
Right foot backward— PLACE ! Toes— RAISE ! SINK ! POSITION ! 

Arms sideways raise and left foot forward— PLACE ! 

Arms forward— BEND ! FLING ! BEND ! FLING ! 
Arms bend, fling and feet— change— 1 ! 2 ! POSITION ! 

Arms forward and upward and left leg backward — RAISE ! 

Right heel— RAISE ! SINK ! RAISE ! SINK ! POSITION ! 

Arms forward— BEND ! Feet— CLOSE ! 

Left heel raise and right leg backward— STRETCH ! 
Left heel sink and right leg dowuAvard — PLACE ! 
Repeat right. POSITION ! 

Hips— FIRM! High knee upward bending— GO ! Class— HALT ! 1, 2. 
POSITION ! 

Arms sideways fling and to the left side — LUNGE ! 
Trunk lift and to the left— BEND ! RAISE ! 

Arms fling and feet— CHANGE ! 1, 2. Repeat right. POSITION ! 

Spring jump. (See Lesson IV.) 

Arms sideways raise and heels raise as inhale — 1 ! 
Arms lower and exhale — 2 ! 

Lesson XX. 20 Minutes. Daily — 20th Week. 

Class— ATTENTION ! Right hip and left head— FIRM! 

CHANGE! Feet— CLOSE! OPEN! Feet sideways— PLACE ! 1, 2. 
POSITION ! Arms forward bend and feet astride— JUMP ! 
Hands and feet, quickly— POSITION ! 

Head firm and feet— CLOSE ! Left foot forward— PLACE ! 
Chest— RAISE! SINK! RAISE! SINK! 

Head firm and feet — CHANGE ! Repeat right. Hands and feet — 
POSITION ! 



FOR SCHOOLS AND PLAYGROUNDS 



117 



Arms upward — BEND ! Left arm sideways and right arm upward, palm up — 
STRETCH ! 1, 2—1, 2. Class— HALT ! 1, 2. Left arm upward and right 
arm sideways— STRETCLI! 1,2—1,2. Class— HALT ! 1,2. POSITION! 

Hips firm and feet— CLOSE ! Left leg sideways— RAISE ! 

Right heel— RAISE ! SINK! RAISE! SINK! Hands and foot— 
POSITION! Repeat right. POSITION! 

Hips— FIRM! High knee upward bending— GO! Class— HALT ! 1,2. 
POSITION ! 

Hips— FIRM ! Leg flinging sideways slowly— GO ! Class — HALT ! 1, 2. 

Hips — FIRM ! Give forward cut step from right leg forward — RAISE ! 

Arms sideways raise, heels raise and with a deep breath — INHALE ! 
Arms and heels lower and — EXHALE ! 



CHAPTER V. 



Games for All Grades for the School Room and Playground 



GAMES FOR GRADE I. 



Hide the Thimble 

Bean Bag Board Game 

Froggie in the Puddle 

String Jump 

Simple Relay Race 

Drop the Handkerchief 

Black Board Relay Race No. 1 

Rabbits in the Hollows 

Fox and Ducks 

The Jolly Miller 

Teacher and Class 

Squirrel and Nut 



Bean Bag or Ball Plays 

1. Bean Bag Overhead — Pass 

2. Toss and Catch 

3. Bean Bag Six. 

4. Bean Bag Left and Right. 

5. Bean Bag Overhead — Drop. 

6. Waste Basket Toss. 

7. Ring Toss 

8. Circle Bean Bag Toss No. 1 

9. Bean Bag Relay Race. 
10. Bean Bag Double Ring 

The Lost Child 

''Good Morning!" 

''On My Way to School" 



GAMES FOR GRADE II. 



Hide the Thimble 

Bean Bag Board Game 

String Jump 

Drop the Handkerchief 

Black Board Rela.y Race No. 1 

Rabbits in the Hollows 

Fox and Ducks 

The Jolly Miller 

Squirrel and Nut 

Huckle, Buckle, Beanstalk 



Touch 

The Lost Child 
Changing Seats 
Tick, Tack, Tow 
Simon Says 
Teacher and Class 
"Good Morning!" 
"On My Way to School" 
Bean Bag or Ball Plays (As listed 
for Grade I.) 



Black Board Rela\ 
Occupation 
Simon Says 
Follow the Leader 
Pussy Wants a Corner 
Hopping Relay Race No. 1 or 2 
Circle Bean Bag Toss No. 2 



GAMES FOR GRADE III 

Race No. 2 



Cat and Mice 
Crossing the Brook 
Pom, Pom, Pull- Away 
Number Call 
Chase Ball 
Volley Ball Zig-Zag 
"I Say Stoop!" 



PHYSICAL EDUCATION COMPLETE 



GAMES FOR GRADE IV. 



Volley Ball Zig-Zag No. 1 

''Good Morning!" 

Cross Tag 

Hurdle Race 

Basket Bean Bag Toss 

Colors 

Carry Relay 
Dodge Ball No. 1 
Dodge Ball No. 2 
Wood Tag 
New York 



Circle Tag 
Horns 

Volley Ball Seat Relay Race 

"I Say— Stoop!" 

Hopping Relay Race No. 1 or 2 

Simon Says 

Pom, Pom, Pull- Away 

Occupation 

Follow the Leader 

Black Board Relay Race 

Playground Base Ball 



GAMES FOR GRADE V. 



''Beast, Bird or Fish!" 

"Crackabout!" 

Flying Dutchman 

Hustle 

Bob 

Astride Ball Pass or Rugby Pass 

(Companion to Bob) 
"Good Morning!" 
Dodge Ball No. 1 
Dodge Ball No. 2 
Wood Tag 

Playground Base Ball 
Hurdle Race 



Fish Net 
Flag Relay 

Goal Throwing Relay No. 1 or 2 
Pom, Pom, Pull-Away 
Colors, Birds or Animals 
Keep Away (or Take Away) 
German Bat Ball 
Horns 

Volley Ball Seat Relay Races 
Schoolroom Base Ball 
Hopping Relay Race No. 1 or 2 
Cross Tag 



GAMES FOR GRAMMAR GRADES. 



Zip 

Three Deep 

"Beast, Bird or Fish!" 

"Crackabout!" 

Hustle 

Bob 

Astride Ball Pass or Rugby Pass 

Japanese Tag 

Dodge Ball No. 2 

Fish Net 

Last Couple Out 

Flag Relay 

Tug of War 

Potato Race 

Cross Tag 



Goal Throwing Relay No. 1 

Goal Throwing Relay No. 2 

Volley Ball Zig-Zag No. 2 

Rooster Fight 

Colors, Birds or Animals 

Catch Slap 

Hustle Away Tag 

Keep Away or Take Away 

Soccer Foot Ball 

(Basket Ball) . 

Volley Ball 

Captain Ball 

German Bat Ball 

Playground Base Ball 

Tennis 



FOR SCHOOLS AND PLAYGROUNDS 



121 



GAMES FOR THE SCHOOLROOM AND PLAYGROUND FOR ALL GRADES. 

Give boys and girls happy, clean, wholesome play and plenty of it if you 
would have them learn the lessons of honesty and straightforwardness and 
help them to become strong and vigorous men and women. 

RULES FOR TEACHING A GAME. 

1st. Explain your game thoroughly to the children before any attempt is 

made by the class to play it. 
2nd. It is often a great help to use the blackboard to illustrate the various 

points of the game, or to use a few of the children to illustrate positions, 

situations, etc. 

3rd. It is very unwise to attempt to play and teach a game at the same time, 
particularly where a large number of children are participating. 

4th. Be sure to have all points of the game clear before beginning to play, 
providing the game is one of the simpler kind. It is sometimes neces- 
sary, in the more difficult games, to explain one portion of it, then have 
the children play that part. Explain another portion, play it, etc., 
finally gathering up all sections, play the entire game. 

5th. If there are a large number of children wishing to play the same game, 
unless it is one involving activity for many at the same time, it is better 
to form the children in several groups, explain the game to all, using 
one group to demonstrate for the rest and then let all play. 

GAMES FOR GRADES I— VIII. 

HIDE THE THIMBLE. (Schoolroom.) 
One child is selected to hide the thimble. 

All the children in the room with the exception of the one who is to hide 
the thimble, go to the back of the room and stand with their faces to the win- 
dows, so they may not see the movements of the one who has the thimble. The 
thimble is then hidden in some snug little corner, the children all called to 
hunt for it and the excitement begins. Little hints as to whether or not any- 
one is close to the thimble may be given by saying, "You are getting warmer," 
if near it, or "You are getting colder," if not close, or by loud or quiet clap- 
ping, etc. The child who discovers the thimble has the chance then to hide it, 
while the others take positions as before. 

BEAN BAG BOARD GAME. (Schoolroom.) 
Apparatus — Bean Bag Board and four Bean Bags. 

Board is placed against the wall and a line drawn on the floor about ten 
feet distant for the children to "toe." 

The children stand in line, the first one taking the four bean bags in his 
hands and, one by one, tossing them at the board, trying to get them to fall 
through either of the two holes in the board. The larger hole in the board is 



FOR SCHOOLS AND PLAYGROUNDS 



123 



numbered 10 and the smaller one 5. A bean bag put through either hole, 
counts just that much on the thrower's score. The teacher writes the child's 
name on the blackboard and the score opposite his name. Number two steps 
up and has four tosses. His name and score are written on the board and so 
the game is carried on, the child having made the highest score is declared 
the winner. 

FROGGIE IN THE PUDDLE. (Schoolroom or Playground.) 

Children form a circle around the "Frog" in the puddle. 
The children join hands, and dance or skip around the child who is in the 
center, representing the frog. As they skip around they say the little rhyme : 

''Froggie in the puddle, 
Can 't get out ; 
Take a little stick 
And poke him out." 

"Froggie" has to sta^^ Avithin a small ring which has been drawn around 
him, and as the children tease him and make dashes at him, going as close as 
they dare without being tagged, he attempts to touch one, but he must be very 
careful not to get outside of his ring. If he succeeds in tagging a child, that 
one becomes "Froggie" and the first one joins the circle. 

STRING JUMP. (Schoolroom or Playground.) 

Two children hold ends of a piece of string about 6 feet long. 
Children form in a line for jumping. 

The leader of the line takes a few light, running steps and vaults over 
the string. (Care should be taken to teach the children to land properly on 
the toes and spring to the erect position.) Number tAvo follows and so on 
until all the children have jumped, when the ends of the string are held by 
two of the children who have jumped the string, so that all may have a chance. 
The children then line up again, the string is raised a little higher and the 
children try again. Thus the game goes on and those who cannot make the 
jumps must drop out and Avatch the others. The one AAdio stays in the game 
the longest is the Avinner. 

SIMPLE RELAY RACE. (Schoolroom or Playground.) 

Children form in roAvs, each roAV haA^ing the same number in it. 
A line is dravA^n for the children in the first roAV to "toe." 
If played in the schoolroom, children should raise their seats and stand 
betAveen desks. 

At a given signal, the children in the first line toe the mark, at "Go!" 
they run to the front of the room, touch the chalk tray and return, tagging 
number two of their respective lines, pass on to the rear of the line and take up 
position, while child number two of each row, as soon as tagged, dashes across 



124 



PHYSICAL EDUCATION COMPLETE 



the line and runs to touch the chalk tray, returns and tags child number three, 
etc. This gradually brings the leaders to their original positions in the line. 
The line wins whose leader first reaches that place. 

DROP THE HANDKERCHIEF. (Schoolroom or Playground.) 

Children form a circle, with one on the outside of the circle, who carries 
a ^handkerchief in her hand. 

The child carrying the handkerchief passes around the circle, sometimes 
walking, skipping or running, as she wishes, and when she has reached some 
child at whose heels she wishes to drop the handkerchief, she does so as quietly 
as possible and starts on around the circle again, her object being to gain the 
place which is to be made vacant by the child who is to pick up the handker- 
chief and give chase. The one who reaches the vacant space last has to take 
the handkerchief and the game is continued. The children forming the circle 
are not to turn around to watch the child with the handkerchief as she passes 
behind them. 

BLACKBOARD RELAY RACE NO. 1. (Schoolroom.) 

Children sit at their desks, the same number of children in each row. 

At a given signal the children occupying the front seats leave their seats 
from the left side, run to the blackboard, pick up chalk, make the figure 1, 
place chalk in the tray and run to their seats. As soon as seated, the children 
in the next seats behind repeat the action, etc.. The row finishing first, of 
course, wins the game. 

(Any mark may be made on the board which the teacher designates.) 

RABBITS IN THE HOLLOWS. (Schoolroom, if there is room for running, 

or Playground.) 

Children form groups of threes, taking hold of hands, and one to repre- 
sent a rabbit is in the center. There are two extra runners, one a rabbit and 
the other a hound. 

"When the signal to run is given, the rabbit makes for a "hollow" where 
there is already snuggled a little rabbit. Rabbit number two works his way 




RABBITS IN THE HOLLOWS— SECOND GRADE 



FOR SCHOOLS AND PLAYGROUNDS 



125 



into the hollow and the little rabbit that was in the hollow must find another 
home at once, so he runs to one of the other groups and drives out the little 
rabbit in that hollow, etc. Now, if the hound should catch a rabbit before 
safety is reached, by some wonderful magic the hound becomes a rabbit and 
the rabbit that Avas being chased becomes the hound, and the game is con- 
tinued. Every few minutes one of the three children forming the hollow 
should be allowed to exchange places with the rabbit within that hollow in 
order that all may have a chance to run. 

FOX AND DUCKS. (Schoolroom or Playground.) 

One child to be the fox. 
The rest are the ducks. 

At one end of the wood a den is marked off for the fox and at the other 
a duck pond. 

The ducks stray from the pond in search of food, and if they venture too 
close to the den of the fox are liable to be caught and devoured. The fox 
watches his chance and as the ducks approach, darts out and catches one if 
he possibl}^ can. Each duck caught must join the fox in his attempts to secure 
the entire flock of ducks, and as soon as the last one is caught the game is 
ended. The first duck caught becomes the fox and the game is repeated, 

THE JOLLY MILLER. (Schoolroom, if a space where there is no furniture 

may be had. Playground.) 

Children form a double circle, arms linked, and march around to represent 
a wheel. 

The Miller stands in the center. 
The circle moves around as all say the rhyme : 
"Jolly is the Miller who lives by the mill — 
The mill goes round with a right good will — 
With one hand in the hopper and the other in the sack, 
The right steps forward as the left steps back." 
When the line "The right steps forward and the left steps back" is 
reached, the children on the outside of the circle, or the "rights," step forward, 
and the children on the inside of the circle, or "lefts," take one step to the 
rear, each securing at the same time, a new partner, while it is the business of 
the Miller to endeavor to obtain a partner for himself when the change takes 
place. Should he succeed, the one left without a partner becomes the Miller. 

TEACHER AND CLASS. (Schoolroom or Playground.) 
One or more Volley Balls. 

Children form a line (if many of them, have several lines) facing the 
child who has the ball, and who stands apart from the others about six feet. 

When the signal is given, the child who has the ball tosses it to child 
number one, who in turn tosses it back to the leader. He tosses it to child 



126 



PHYSICAL EDUCATION COMPLETE 



number two, etc. If a child misses the ball, he must take his place at the 
foot of the line. If the leader misses it he has to take the place of the one to 
whom he last threw the ball, that child becoming the leader. The object of 
the game is to see how long a leader is able to keep his place. 

SQUIRREL AND NUT. (Schoolroom.) 
An object to represent a nut. 

Children are at their seats, heads lowered on one arm, eyes closed as if 
asleep, one hand held open to receive the nut from the squirrel. 

One player, who represents a squirrel and who carries a nut in his or her 
hand, runs quickly up and down the aisles on tiptoe and drops the nut into 
one of the open hands. The chase now begins and all awake to see the fun, 
for as soon as the squirrel drops the nut he tries to reach his nest (his own 
seat) before the player tags him who received the nut. If caught, the player 
who is the squirrel becomes the squirrel again. If the nest is safely reached 
the second player now becomes the squirrel, and the game proceeds. 

BEAN BAG OR BALL PLAYS. 

No. 1. BEAN BAG OVERHEAD PASS. (Schoolroom or Playground.) 

Children form in two lines, same number in each line. 
Two Bean Bags or Volley Balls. 

The children form in two lines, one child standing directly behind the 
other. The two front children hold the bean bags or balls, and when the signal 
is given they are passed quickly overhead to the one in the rear, and so on until 
the last child in each line is reached. As soon as the last child in a line has the 
bag or ball, he or she runs w^ith it to the front position of that row of children 
and starts the bag or ball backward again. This is repeated until the child 
who originally occupied position number one in the line has reached the 
last place in that line. The first leader to reach this place wins a point for 
that line. 

No. 2. TOSS AND CATCH. (Schoolroom or Playground.) 

Bean Bags or Volle}^ Balls. 
Children form in tw^o lines. 

The children form two lines, lines facing each other. The bags or balls 
are tossed across the open space, caught and tossed back. 

No. 3. BEAN BAG SIX. (Schoolroom.) 

Six Bean Bags for each row of children. 
Children in seats. 

Each child who occupies a front seat has six bean bags. At a given signal 
the bags are passed overhead to the children directly behind. These children 
pass the bags to the ones behind, but are not to pass any bag until all six are 



FOR SCHOOLS AND PLAYGROUNDS 



127 



on each desk. When the bags have reached the last desks the passing forward 
begins, and the roAV wins whose player in the front seat first stacks all six 
bags together on his desk. 

No. 4. BEAN BAG LEFT AND RIGLIT. (Schoolroom.) 

One or more Bean Bags for each row. 
Children in seats. 

Each child who occupies a seat in the extreme right row of seats has one 
or more bean bags. At the signal the bags are passed by the left hand to 
the child directly opposite, who passes the bags to the child directly across 
the aisle from him, and so on until the children in the farther row to the left 
have all received the bags. The return passing is done by the right hand. 

Or the bags may be given to the children in the front seats and they pass 
to the ones in the rear by the left hands, with the return passing done by 
the right hands. First row to get all the bags "home" wins. 

No. 5. BEAN BAG OVERHEAD DROP. (Schoolroom.) 

One or more bags for each row. 
Children sitting in seats. 

Each child who occupies a front seat has one or more bean bags and when 
the signal is given drops them, one by one, overhead to the child behind. As 
soon as the bags are passed the child stands in the aisle, and when the last 
child receives them he stands and passes the bags forward by the left or right 
hand, as decided by the teacher. The row first receiving the bags wins. 

No. 6. WASTE BASKET TOSS. (Schoolroom or Playground.) 

One or more Bean Bags and a Waste Basket or Circle made on ground. 
Children in line. 

Children stand at a certain distance from, the basket or ring and try to 
throw the bags into the basket or circle. Each successful throw may be 
counted five, and the one receiving the highest score in a certain number of 
throws, wins. 

No. 7. RING TOSS. (Schoolroom or Playground.) 

Three Bean Bags. 
Children in line. 

Three rings of different sizes are marked on the floor or ground. The 
smallest is numbered fifteen, the second ten and the third five. Each child is 
allowed three throws at the circles, and a score of his record is kept. He is 
allow^ed fifteen points for throwing into the smallest circle, ten the next .and 
five the largest. 



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No. 8. CIRCLE BEAN BAG TOSS NO. 1. (Schoolroom or Playground.) 

Bean Bag or Volley Ball. 

Children form a circle, one in the center. 

The ball is tossed from the center to one of the players in the circle and 
back to the center, etc. 

No. 9. BEAN BAG EEL AY RACE. (Schoolroom or Playground.) 
One Bean Bag for each row. 

Children in seats, or if on the Playground standing in rows. 
A Circle marked off for each row. 

At a given signal the players in the front seats carry the bean bags to 
the circles (each to his own), place them inside and return to their seats. As 
soon as seated the next set of children goes after the bags and returns, placing 
the bags on desks. The next set takes the bags from the desks and carries 
to the circles, etc. The first row to finish Avins the game. 

No. 10. BEAN BAG DOUBLE RING. (Schoolroom or Playground.) 
Three Bean Bags for each row. 

Children in seats, or if on the Playground standing in rows. 
Two circles marked off for each row, circles for each row about two inches 
apart. 

The children in the front row have three bean bags each. 

At the given signal they run to their own circles, place the bean bags 
in one of the circles and return to seats. The second players run to the circles, 
take the bean bags from circle number one and place in circle number two, 
return to seats, when the next set continues the game. The first row to finish 
wins the game. 

For the Playground the children stand in lines or rows, an even number 
in each row, and as soon as a player completes the run to the circle and back 
to his place he steps away from the row to allow the player behind a free 
chance. A line should be marked on the ground in front of the leaders of 
the rows and each child before retiring should cross that line to his original 
position. 

THE LOST CHILD. (Schoolroom.) 

One of the children stands in one corner of the room, face to the wall, 
eyes hidden. The teacher sends one of the other children out of the room, 
when the first player is asked to face about and tell who is missing from the 
group. If successful he tries again, otherwise another child is selected. 

The game may be made more difficult by asking the children to change 
seats after one has left the room. 



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129 



''ON MY WAY TO SCHOOL." (Schoolroom or Playground.) 

The teacher asks some child the question "What did you see on your way 
to school this morning?" The child makes an answer that includes the men- 
tion of some physical action that can be imitated, as "I saw a lark flying over 
the field, " and then, running about the room, imitates the flying of the bird. 

A few suggestions are here offered : 

"I saw a girl running to school." 

"I saw a boy playing a drum." 

"I saw some leaves falling from the trees." 

"I saw a lame duck going to the pond." 

"I saw a farmer sowing wheat." 

GOOD MORNING! (Schoolroom.) 

One child stands on the floor with back to the others. 
Children sit in seats. 

The teacher asks one of the children to approach to within three or four 
feet of the child who is standing with her back to the children. When she 
has done this she is to say "Good morning, Kate!" and Kate, without looking 
around, must endeavor to guess by the voice who the child is that is speaking 
to her. If she thinks she recognizes the voice she says "Good morning, Sam!" 
(losing the child's proper name in each instance, of course.) If the guess is 
an incorrect one, another trial is given. If the guess is still incorrect, the 
child who was "guesser" sits down and the other one becomes "guesser" 
now. The point of the game is to be successful in distinguishing voices. 

HUCKLE, BUCKLE, BEANSTALK. 
The game is a form of Hide the Thimble. 

Use any small object such as a thimble, cork or ring. All players but one 
leave the room. The one remaining hides the object given him, but puts it in 
plain sight in a place, however, that is not too conspicuous. On top of a 
picture frame if possible to get to it, in corner of the room, etc., but should 
be easily seen without moving any object. If some object, the color of the 
article to be hidden, can be found, the hiding will be far more successful. 
When the article has been put in place the children enter the room and begin 
to look for it. Just as soon as one spies it (he does not disclose this fact at 
once. Avhich would be in many cases, if done, a "give away") he takes his 
seat, and when seated says "Huckle, Buckle, Beanstalk," Avhich indicates to 
the rest that he knows where the object is. This continues until all have 
found it, or the teacher declares the hunt closed. The first one to find the 
object now hides it. 

(If passing out of the room causes too much confusion, have the children 
place hands to ears and close the eyes tightly.) 



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TOUCH. (Schoolroom or Playground.) 

One of the children is asked to go to some part of the room and in plain 
sight of all, touch any object he wishes. He then returns to his seat and a 
second child goes to the same object, touches it, selects another object which 
he touches, takes his seat, and a third goes to object number one, touches that, 
then to object number two, touches that, and now selects a new object which 
he touches before taking his seat, and so the game goes on. It will be most 
surprising to note the number of objects children will be able to touch, without 
error, in their regular order. 

(The teacher, with paper and pencil handy, should jot down the names of 
objects touched in their proper order.) 

CHANGING SEATS. (Schoolroom.) 

Children all seated. The teacher gives the order ''Seat Changing, For- 
ward!" when all the children leave their own seats and occupy the ones 
directly in front of them. This will leave all who occupied the front row 
of seats standing and the back row of seats will be empty. The order may 
now be, "Seat Changing, Left!" or ''Seat Changing, Right!" or "Seat Chang- 
ing, Backward!" as the teacher wishes. In any case there will always be 
one row of children standing and sometimes two, according to the way the 
orders are given. (It is well to give the orders in such order that the children 
are kept on the alert.) 

TICK, TACK, TOW. (Schoolroom or Playground.) 

Children may play this game either at the blackboard or at their seats, 
with paper and pencil, two playing together. 

Draw a diagram consisting of two vertical lines about four inches apart 
if at the blackboard, two if on paper, and cross them hy two horizontal lines, 
same distance apart. One player selects the zero (o) and the other the plus 
sign (-{-) for a mark. The first one to place three of his own mark in a row 
wins, when he says : 

"Tick, tack, tow, 
Three in a row." ^ 

HOPPING RELAY RACE NO. 11. 

Have an equal number of pupils in each row of seats. The game starts 
with those in the rear seats. All players remain seated until it is their turn 
to hop, each hopping from his own seat to the forward blackboard and back 
to his seat again. 

At a given signal the players seated in all of the rear seats stand in the 
aisles by their seats and, raising one foot off the floor, hop forward until the 
front blackboard is reached, when the other foot may be raised and the return 
hopping done on the one that was resting at first. The players now hop back 



FOR SCHOOLS AND PLAYGROUNDS 



131 



to their seats, and as they pass the players who sit in front of them, tag them 
and sit down. The second players repeat and so follow the rest. 

The row wins Avhose player in the front seat first returns to his or her 

seat. 

The game may be varied a little by having all the players start from 
the left side of their seats and returning down the same aisle pass around 
the rear seat of their own row, return to place by way of the right aisle. This 
gives a longer distance for all to cover. 

SCHOOLROOM BASEBALL. 

(Original) 

A leader is chosen who has a faculty for telling a story. This leader gives 
to each of the players the name of some part of baseball apparatus used in 
ball games, such as the ball, bat, home plate, catcher's mit, body protector, 
mask, first base, second base, third base, also the names of baseball players, 
catcher, pitcher, first baseman, second baseman, third baseman, shortstop, 
right, center and left fielders, and the umpire. Those who are not given any 
of these names are "the people on the bleachers." To avoid confusion of teams 
the names, for instance, White Sox and Seals, may be given, and the term 
White Sox' catcher or Seals' pitcher should be used to make it plain just Avhich 
player is meant, should there be a chance for confusion. 

The leader now tells the story of a baseball game between the White Sox 
and the Seals. Each time a piece of apparatus or the name of a player is 
mentioned the one to whom that name was given stands in the aisle, turns 
around and sits down in his seat again. When the names White Sox and 
Seals are mentioned all the players of both teams arise, turn around and sit 
down again. When the term ''the baseball apparatus" is used all who are 
given the names of such stand, turn around and sit down. AVhen the "people 
on the bleachers" are mentioned all who have no particular name of either 
apparatus or players on either team stand, turn around and sit down. The 
story must be told with life and spirit to make it enjoyable. 

The story may be started somewhat like this : 

The day had arrived for a game of baseball between the White Sox and 
the Seals (all team members stand, turn around and sit down, and this must 
be done quickly). The weather was perfect, the people on the bleachers 
(they stand, turn and sit dowm) were in high spirits. The White Sox Avere at 
the bat, the umpire took his place behind the pitcher, w^ho stood with the ball 
in his hand. The catcher was busy putting on his body protector and mit, as 
well as his mask. The Seals' catcher was "up." The people on the bleachers 
called "Play ball!" The umpire shouted "Batter up! Play ball!" and the 
game started. (Amusing situations may now be introduced as the game pro- 
gresses, and the fun of it all will depend on the originality of the leader and 
the quickness with w^hich he names the different situations. It might be well 
to let some of them write the storj^ outside of school and read it as the class 
acts it in the schoolroom. 



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PHYSICAL EDUCATION COMPLETE 



BLACKBOARD RELAY RACE NO. 2. (Schoolroom.) 
Children sit in their seats, same number in each row. 

The front blackboard is divided into as many sections as there are rows 
of children, the sections being numbered accordingly. 

At a given signal the children occupying the front seats of all the rows 
leave their seats from the left side, run to the blackboard, each to his or her 
own section (row number one would use section number one, etc.), pick up 
the chalk, draw the figure of a cow, horse, dog or whatever the teacher sug- 
gests, place the chalk in the tray, run to the right side of seat, tag the child 
in seat number two, who repeats the action, and so the game continues. The 
row first finishing is the winning one. 

OCCUPATION. (Schoolroom or Playground.) 
Children formed in two or three lines. 

The children of the different lines decide upon some occupation to imitate. 
As soon as row number one is ready the teacher asks them what their occupa- 
tion is. They reply, for instance, "We are carpenters," and all in that row 
begin to imitate the sawing of wood or the pounding of hammers. Another 
row might imitate washing clothes, ironing, sweeping, scrubbing, etc. (There 
is ample opportunity for much fun in this little game.) 

SIMON SAYS. (Schoolroom.) 

The children sit at their desks, hands closed, thumbs extended vipward. 
A leader is chosen, who stands before the class. 

The children are to imitate his movements onl}^ when he uses the words 
"Simon says," for instance, "Simon says, 'Thumbs up!'" "Simon says, 
'Thumbs down!' " or "Simon says, 'Wiggle, waggle!' " If the leader says 
simply ' ' Thumbs down ! " " Thumbs up ! " or " Wiggle, waggle ! " at the same 
time executing the movement suggested by his words, and his movement is 
followed by any member of the class, that child (or if several, a choice is made) 
has to become leader. 

FOLLOW THE LEADER. (Schoolroom or Playground.) 
Children form in one line. 

Leader is chosen and takes his or her place at the head of the line. 
(Avoid choosing a timid child for leader.) 

The leader starts the line in motion by doing some "stunt" such as 
jumping over a low chair, vaulting between seats, hopping on one foot for 
a certain distance, running lightly with arms raising and loAvering to repre- 
sent birds flying, etc. The children are to do everything the leader does, and 
if there is any "stunt" they cannot perform are to drop out of the line and 
take their seats. Of course the one who is able to stay with the leader the 
longest, wins. 



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133- 



PUSSY WANTS A CORNER. (Schoolroom.) 

All the children but one find corners in the room or any convenient place 
that will ansAver for such. 

Pussy is in the center of the room. 

Pussy passes from one to another, going about the room to the different 
children as she wishes and says "Pussy wants a corner." The answer is "Go 
to the next neighbor." The children exchange places with each other as. 
frequently as seems safe to them, for as soon as "Pussy" sees a vacant 
corner she makes an effort to secure it, thus leaving the former occupant 
in the center. The game is made lively by the ones in the various corners 
taking great chances in exchanging places and teasing "Pussy" in this way. 
When she begins to find her efforts to secure a corner are unsuccssful she 
cries out "All corners change!" at which there is a general scamper and she 
ought to reach a corner in safety. The one left out becomes "Pussy." 

HOPPING RELAY RACE NO. 1. (Schoolroom or Playground.) 

Children arranged in rows, the same number in each row. 
A line is marked off about twenty-five feet from where the rows of 
players stand. 

At a given signal the children standing in the first line of rows lift their 
left knees, place hands on hips and hop to the line that has been drawn, 
returning on the left foot, the right knee having been raised after the goal 
was reached. When number two of each row is reached the one who hopped 
first tags number two and hops on to the rear of his or her line, and number 
two hops to the goal and back in the samew^ay. This is continued until 
number one has again come to the front of his line. The first of the children^ 
numbered one, to reach the original position, signifies that that line is winner. 

CIRCLE BEAN BAG TOSS NO. 2. (Schoolroom or Playground.) 
Bean Bag or Volley Ball. 

Children form a circle, having no more than eight players. 
One child in the center. 

The Bean Bag or Volley Ball, whichever is to be used, is tossed by the 
player in the center to one of the children in the ring. This player tosses 
the bag again to the center. The bag is passed on in this way to each mem- 
ber of the circle and back to the center. The child who fails to catch the 
ball must sit down. If the center misses, the first one of the circle players 
who had to drop out for failure to catch the ball takes the place of the 
center, the center having to drop out. If there are no players waiting to 
secure a place in the game again, the center must sit down and the player to 
whom the center threw the ball at the opening of the game takes his place 
as leader. (The children should be encouraged to learn to catch well.) 



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CAT AND MICE. (Schoolroom.) 

One child to represent old Tabby Cat. 
Children sit at their desks. 

Old Tabby Cat retires very quietly behind some piece of furniture in 
the schoolroom and there awaits the coming of the little mice. She is very 
hungry and is counting upon a delicious meal. Very soon the little mice 
from the front seats begin to venture forth from their nests, they, too, in 
search of food. They scratch on the floor with their little claws, and as they 
find nothing to eat grow bolder and go closer to old Tabby Cat's hiding 
place. When she thinks they are near enough she springs out and tries to 
catch one, perhaps two of the little mice. The mice scamper aAvay as fast 
as they can to their nests again. If she catches one of the mice that mouse 
becomes old Tabby Cat and Tabby takes the place of the mouse. Now those 
in the second row of seats play little mice, etc. 

CROSSING THE BROOK. (Schoolroom or Playground.) 

Two lines drawn on the floor or ground, about two feet apart. 
Children line up on one of the lines. 

The children jump over the brook, the space between the lines to be 
greatly dreaded as the water is very deep. Th jumping is done strictly 
according to gymnastic instructions. The children stand with heels together, 
heads erect and on the count 1, heels are raised; count 2, knees are bent; 
count 3, spring and over the brook they go ; count 4, they land on toes with 
knees bent; count 5, knees stretch, and count 6, heels are lowered. (As they 
acquire the ability to jump a greater distance, the lines may be drawn wider 
apart.) 

POM, POM, PULL- AW AY. (Playground.) 

All the children but one at one end of the court. 

Leader or "It" is at the other end. 

Two lines drawn, one at each end of the court. 

The leader takes his station just back of the boundary line for his side 
of the court. All the rest of the children are stationed behind their line. The 
leader starts the game by calling out : 

"Pom, Pom, Pull-away! 
If you don't come, 
I '11 fetch you away ! " 
Thereupon the children start to run, making for the goal behind which 
the leader stood. The leader tags as many of the children as he can before 
they reach the line. All those he tags join him at the opposite end of the 
court, now the signal is given as before, the children run, and all those first 
caught by the leader join him in his tagging. As soon as all are caught the^ 
game is ended. The child who was first tagged becomes the leader next time. 

(This is one of the best games for the recess that we have. Children 
should have plenty of running games at both recess periods.) 



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135 



NUMBER CALL. (Schoolroom or Playground.) 
Volley Ball. 

Children form circle, one in center. 

The children are given numbers. The one in the center tosses the ball 
in the air, at the same time calls out a number. The child who has been given 
that number must run into the circle and catch the ball on the first bounce. 
If he succeeds in doing this he is allowed to exchange places Avith the center 
and the game is repeated. The center takes the number of the child with 
whom he exchanges places. If the child fails to get the ball on the first 
bounce he has to take his place in the circle again. (The delight is in being 
allowed to play the center position.) 



CHASE BALL. (Schoolroom or Playground.) 

Twenty children to a set, if pos- 
sible. 

One Volley and one Playground 
BasebalL 

The children stand in lines of 
ten, about eight feet apart, lines fac- 
ing each other. The children should 
not stand too close together, as 
plenty of elbow room is needed for 
the tossing of the balls. At a given 
signal the volley ball is started from number one and sent zigzag down the 
lines, the children toeing lines that have been drawn for that purpose. When 
the volley ball has passed the third child on the same side from where it 
was started the baseball follows in the same way, the object being to over- 
take the volley ball with the baseball, if possible, and have the baseball 
win the race. 

(Much excitement and interest is aroused when children play this game.) 
The dotted lines show the direction of the balls on the return. 




VOLLEY BALL ZIG-ZAG NO. 1 
1 2 3 

XX XX XX 

XX XX XX 

XX XX XX 

XX XX XX 



Children sitting at desks. 

Rows 1 and 2, 3 and 4, 5 and 6 play together. Those in rows 1 and 2 sit 
facing each other, feet in aisles. (Same position for the rest of the rows of 
children.) 

The balls are given to the children sitting in the front seat of rows 1, 3 
and 5. At the signal the balls are tossed across the aisle to the children di- 



136 



PHYSICAL EDUCATION COMPLETE 



rectly opposite, then diag-onally across to the ones behind the leaders, who 
toss the balls to the children directly opposite, etc., down all the rows to the 
ones in the last seats. 

The balls are now returned in the same way, the row first getting the ball 
to the leader wins. 

Use Bean Bags also in this way. 

"I SAY STOOP!" 

The children stand in the aisles by their desks. The teacher leads the 
game by saying ''I say stoop!" As she says these words she stoops and at 
once assumes her original standing position. The children imitate the action. 
The teacher may then say ''I say stand!" — at the same time stooping herself 
to mislead the children. They should remain in the standing position, except 
when the words "I say stoop!" are said. Those who make a mistake and 
stoop at the wrong time are out of the game. 

(Make the action very fast in this game.) 

CROSS TAG. (Playground.) 

Children scatter about the playground. 
Two runners to be chosen to start the game. 

One of the runners is called ''It," who chases number two. Number two 
tags one of the other children, which act immediately entitles the child who 
did the tagging to stop running and rest, while ''It" continues the chase, this 
time following the one who was tagged. If "It" succeeds in tagging the child 
being chased, the situation is reversed, the one chased becomes "It" and the 
one who was "It" becomes runner. 

In this game it is well to encourage children to make short runs in order 
that the action of the game may be very brisk, requiring close attention to 
follow, and also to give all a chance to do some running. 

HORNS. (Schoolroom or Playground.) 

All players at seats, hands closed with the exception of the forefingers, 
which are placed on the desks. The leader says: "All horns up!", "Dog's 
horns up!" or "Cow's horns up!" at the same time pointing his own fore- 
fingers upward. When he says "All horns up!" all the fingers should point 
upward or when he names an animal that has horns. When he names an 
animal, such as the dog or cat that has no horns the fingers should remain 
touching the desk. The commands "All horns down!" "Dog's horns down!" 
etc., are used and should be given quickly with the idea of catching those who 
are not alert. The action should be fast. Those making a mistake should 
drop out of the game. 



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137 



VOLLEY BALL SEAT RELAY RACE. 

There should be an even number of children in the rows playing. 

Play two rows at a time. It is more satisfactory to use rows 1 and 3, 2 
and 4, etc., as this eliminates much of the confusion that would otherwise occur. 

Insist that all players get the ball in proper turn and that the playing be 
always fair. 

The balls are given to those occupying front seats and at a given signal 
are passed overhead to those sitting directly behind the leaders and so on 
down the various rows. 

When the ball reaches the last child in each row, that child runs up the 
RIGHT HAND AISLE to the front seat, while all the rest of the children 
change seats, each one slipping as QUIETLY as possible from the seat in 
which he was sitting, when the game began, into the one directly behind, and 
must be done by stepping out into the LEFT HAND AISLE. 

The balls are passed in this way until one of the leaders has regained his 
original seat, which makes a winning for that row. 

Play all the rows, then play the winners until one row has beaten the 
rest of the children. 

HURDLE RACE. (Playground.) 

Pieces of twine or narrow cheese cloth about six feet long. 

Children who are to run are arranged in lines, same number in each line. 

A line should be drawn, which they should "toe" at starting. 

Two children and a piece of twine for each line of children who are to 
do the running. If possible, have two or more "hurdles" for each set of 
runners. 

At the given signal, the runners occupying position number one in each 
row run, jump the hurdles, turn, run back and jump hurdles as they go. Upon 
reaching the line, the first runner tags number two, passes on to the rear of 
his line, while number two is making the trip. The line which brings its 
leader first back to the original starting position wins the race. 

BASKET BEAN BAG— TOSS. (Schoolroom or Playground.) 

Bean Bags or Base Balls may be used. (Three.) 

Waste Basket. 

Children line up for turn. 

The first child in the line takes the three balls or bags in hands and stand- 
ing at a given distance from the waste basket, tries to toss all three into the 
basket. If successful, it counts him ten, but all three must be tossed into the 
basket to secure any score at all. All have a chance before the second trial 
is allowed. Score should be kept by the teacher. The child securing the highest 
number wins. (The game may be made all the more interesting by allowing 
eight or ten trials, in order that a high score may possibly be made.) 



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PHYSICAL EDUCATION COMPLETE 



CARRY RELAY. 
Any object that the children can carry as they run. 

Children lined up, same as for any of the Relay Races, same number in 
each row. 

At the given signal, the children standing in the front line of all the run- 
ners, stoop, pick up whatever object they are to run with, run to a line drawn 
about fifteen feet distant, or to the wall, put the object on the floor, run to 
the rear of the line, tagging the second runners in passing, who at once start 
out for the goal, pick up the object and carry it back, place it on the floor in 
front of number three, tag number three and pass to the rear, etc. The line 
Vv'ins the race whose leader reaches his or her original position first. 

DODGE BALL NO. I. (Schoolroom or Playground.) 
Basket Ball. 

Half the children inside a circle, which is formed by the other half. 

One of the children in the circle throws the ball into the crowd of children, 
attempting to hit as many with the ball as possible, but the ball must not be 
thrown to strike higher than the knees. If a child is struck above the knees, 
that throw does not count. As soon as the ball is thrown at the children, they 
jump off the floor, into the air, as high as they can, in order to escape being 
hit with the ball. If they are hit with ball, they must join the circle of those 
who are doing the throwing. This continues until all are down, the one holding 
out the longest is declared the winner. Sides change places now, the first lot 
to form the circle taking position inside the circle and those who were inside, 
form the circle and throw the ball. 

WOOD TAG. (Playground.) 

Children scattered about the playground, standing on chips of wood, feet 
on the fence rails, etc. 

A runner called "It" is selected. 

The players venture off their wood pile, change places with each other, 
and take great chances in teasing ''It," who endeavors to tag a player while 
on forbidden ground. If successful in this, the player tagged becomes ''It." 

NEW YORK. (Schoolroom or Playground.) 

Children choose sides, about the same number on each side. 

Each side selects some occupation which they are to imitate, and, which- 
ever side is to lead^the game, advances toward the other players, who are 
waiting for the coming of the opposite team. As they approach all shout 
out "Here we cornel" The others say "Where from?" Answer^ — "New 
York!" Question — "What's your trade?" Whereupon they all go to work, 
imitating the movement of the occupation which they have selected. The 



FOR SCHOOLS AND PLAYGROUNDS 



139 



other players make all sorts of guesses. When the right one is called out, the 
workers" fly for their boundary line, while the others give chase and all 
caught before they reach home safely are now to join forces with the opposite 
team. The players take turn about in imitating the occupations chosen, 

CIRCLE TAG. (Schoolroom, if there is room' for running — or Playground.) 

Children form a circle, with one on the outside for "It." 

''It" starts around the circle and when she has reached some child whom 
she wishes to tag, does so and continues her running around the circle, while 
the one who has been tagged runs in the opposite direction, each endeavoring 
to reach the space which has been made vacant by the one tagged. The one 
who does not succeed has to be "It." 

"ZIP!" (Schoolroom or Playground.) 

If played in the schoolroom the pupils either sit, or stand by their desks. 
Sometimes circle formation is used in this game. 

A number is selected which is known as "Zip^," and so called 'when it 
occurs alone or in any number which is a multiple of that number. Let us 
use the numeral "Nine." The first player begins the counting by saying 
"One," the next says "Two," etc., until nine is reached, when the word "Zip" 
is substituted. The count goes on: "Ten," "Eleven," etc., until eighteen is 
reached, when "Zip" is again substituted, as it is also for ninetneen. When 
ninety is reached it is called "Zip" and then the count proceeds as "Zip one," 
"Zip two," up to ninety-nine, when "Zippety-zip " is substituted. The game is 
over when the number one hundred is reached. In repeating it, it is often 
well to select another number as "Zip." 

"BEAST, BIRD OR FISH!" (Schoolroom or Playground.) 
Pupils in their seats or standing in circle formation. 

One of the number is selected to be "It. " A soft ball or piece of cloth, 
knotted is required in the game. 

The player who has the ball faces the class or stands in the center of the 
circle and throws the ball at one of the players, at the same time saying, for 
instance, "Beast, Bird or Fish — FISH!" and proceeds to count ten quickly. 
The one who is hit must name a fish before the count of ten is finished. If in- 
stead of "FISH" being said, "It" says "BIRD!" or "BEAST!" the one 
struck must name either a bird or some animal before the counting is finished. 

If the player successfully answers, the one in the center must try to catch 
another player, and get away from leading as soon as possible. 

No time during the game is a player allowed to repeat the name of an 
animal, bird or fish previously given by some player. 



140 



PHYSICAL EDUCATION COMPLETE 



' ' CRACKABOUT ! ' ' (Playground. ) 

Light weight Volley Ball. 

Any number may play this game. 

One player is given the ball and the rest of the players immediately scatter 
over the playground. The player with the ball attempts to strike a player by 
throwing the ball. If successful the one who threw it (the players may join 
in if they wish) shouts "Crackabout !" when all of the players rush to get 
the ball. As soon as one has it, the rest of the players scatter again and try 
to save themselves from being hit. 

(This is one of the best of games for cold days, as the action is strenuous 
and constant.) 

THREE DEEP. (Playground.) 

Double circle, all facing center of circle. 
Two runners. 

In forming this double circle, the children should be instructed to stand 
arm's distance apart, the children in the outer circle standing close enough 
to the ones in front of them to prevent a runner from stepping in between 
them. 

When the signal to start is given, the runner who is being chased runs 
around the circle, (never through the circle) looking for an opportunity to 




get inside the circle IN FRONT of some one set of two, thus forming THREE 
DEEP. The one who is "It" tries to catch the second runner before she can 
place herself safely in the circle and must tag her if possible before reaching 



FOR SCHOOLS AND PLAYGROUNDS 



141 



the coveted place in front of a couple. In the event that she does tag' her, the 
one who is caught starts immediately after the one w^ho caught her. Each one 
that is chased tried to g-et into the circle before being" tagged and as soon as 
this is accomplished, the third child, v^ho is now the one on the outside, be- 
comes the runner. She must dart in front of a couple as quickly as possible 
and the third one now has to run to avoid being tagged, etc. 

(Always have the children run in one direction, until the one who is "It" 
tags a runner, wiien of course the direction is reversed. Try to see that no 
long runs are made. Let the action be fast, with lots of quick changes.) 

FLYING DUTCHMAN. (Playground.) 

Single circle, partners holding hands. 

One set of partners, holding- hands, are runners. 

The two runners start around the circle, running and keeping hold of 
hands all the while, and as they run, one of the partners tags another set of 
partners standing in the circle. The ones tagged start around the circle in 
the opposite direction, retaining the hand clasp, the first set of runners con- 
tinuing on in their original direction attempt to gain the space made vacant 
by the second set before the owners of the space reach it again. The set failing 
to get into place becomes ''It" and continues the game. 

HUSTLE. (Playground.) 

Basket Ball and Whistle. 
Two teams. 

Captains are selected, one for each team. The court is marked off, 100 
feet long by 50 feet wide. Captain Jack's team is stationed all along one of 
the side boundary lines, while Captain Dick's team is stationed at one of the 
end boundary lines, preparatory to making the run from one end of the court 
to the other. Captain Jack takes the ball and goes to the center of the court. 
As he blows the whistle he throws the ball to one of his men along the side line. 
At the same time the whistle is blown. Captain Dick and his team make a w^ild 
clash across the court and the man in; the team on the side line, throws the ball 
at the runners as they pass. All struck with the ball retire to their side of the 
field. The situation is now reversed, for Captain Dick takes the center of the 
field, with his men on the side line, and Captain Jack and his team take their 
positions at the end of the field. The play is repeated. Each team gets five 
runs, when a count is made. The team having the larger number of players 
still in the game, wins. 

BOB. (Schoolroom or Playground.) 
Two Basket Balls. 

Two lines of players, same number in each line. 

The players occupying position number one take the ball, and when the 
signal is given, pass the ball to the one directly behind; that one passes it to 



FOR SCHOOLS AND PLAYGROUNDS 



143 



the next, (all have their arms up ready to grasp the ball as it comes to them) 
and so it is "bobbed" along from one to the other, until the last player gets it, 
when, with the ball in hands, a quick run is made to the front of the line, the 
ball is set in play again and "bobbed" along the heads of the players until the 
last one secures it and a run to the head of the line is made. The line is de- 
clared winner whose head player first reaches the rear of the line in the man- 
ner above described. 

(Each player must handle the ball. It is a foul to throw the ball over the' 
hands of three or four players, and the ball should each time be sent to the ^ 
head of the line for a fresh start when such fouls are made.) 

ASTRIDE PASS BALL. (Companion to Bob.) (Schoolroom or Playground.) 
Two Basket Balls. 

Two lines of players, same number in each line. 

The lines are arranged the same as in Bob, but take the astride position, 
trunks forward, deep bend. At the given signal, each leader tosses the ball be- 
tween the legs, to the player standing directly behind. That player tosses it 
on to the next and so on, until the last player secures it. A quick run is made 
with the ball to the front of the line, the player takes position there and starts 
the ball in play again. (Balls that are ROLLED between the feet are fouls and 
are dealt with as such, the ball having to make a fresh start from the head of 
the line each time this is done.) The line finishing first wins the game. 

JAPANESE TAG. (Schoolroom or Playground.) 

Children scattered about the room or playground. 
One player— ''It." 

The player called ''It" endeavors to tag some one of the players and as 
soon as he is successful, the party tagged must place one hand on the part of 
the body that has been tagged, and with the other hand free, endeavor to catch 
some other player and tag him. He cannot take his hand away from the portion 
of his body that was tagged until he has successfully tagged another player. 
(It adds much to the interest and excitement of this game to start half a dozen 
players out as taggers!) 

DODGE BAL NO. 2. (Playground.) 
Two Basket Balls. 

Children form two teams and name them. 

The players of one team form a circle and take the balls. The players of 
the second team stand about inside the circle. At a given signal the two balls 
are thrown into the group of players, the effort being always made to strike 
the players with the balls, below the knees. All those hit by a ball must take 
positions out of the ring altogether. The throwing of the balls continues until 
there are no more players in the ring. Then the teams reverse positions. The 



144 



PHYSICAL EDUCATION COMPLETE 




DODGE BALL-SIXTH GRADE 



last one of each team to be struck out of the g-ame then enters the ring, which 
is now formed by all the rest of the players of both teams, and the bombard- 
ment begins. The player who can stay in the ring the longer wins the game 
for his team. (Never throw at your own man in this final contest.) 

FISH NET. (Playground.) 
Players divided into two teams. 

Court 150 feet by 100 feet good size for this game. 

One team plays the part of the Fish Net, while the other players are the 
fish to be caught. The net is formed by all the players of that team taking a 
firm hand grasp, the two strongest players being on the ends of the net. The 
net is at one end of the court and the fish at the other. At the given signal, 
the fish run toward the opposite end of the ''river" and the net makes every 
effort to ensnare all it can. The fish are entitled to get out of the net as long 
as the net remains unclosed; that is, the hands of the two players on the end 
of the net have not been clasped "to shut the net." (It is unfair to go under- 
neath hands that are clasped or to break the net. Once caught in the net which 
has been closed, there is no getting out, without breaking one of the rules of 
the game.) All the fish caught are turned out on the bank and the net goes to 
work again. As soon as the last fish is caught the fish become the net and the 
net the fish. 

LAST COUPLE OUT. (Playground.) 

(Sometimes called Widower.) 

Players take partners and stand side by side, thus forming two lines. 
One player is the Widower. 

The widower stands at the head of the two lines and calls to the couple 
in the rear of the two lines "Last Couple Out." At this signal the couple 
separates, each running forward with the two lines between them, and try to 
meet each other again in front of the Widower before he has a chance 
to tag either one of them. If the Widower succeeds in securing a partner, the 



FOR SCHOOLS AND PLAYGROUNDS 



145 



one left becomes the Widower and takes position at the head of the line, and 
calls to the rear couple as before. 

(When the Widower knows the couple is advancing, he must keep his eyes 
strictly to the front and not until the runners are opposite him has he a right 
to start his running after either one of them.) 

FLAG RELAY. (Schoolroom or Playground.) 
Flags, small ones are better. 

Children sit at desks if played in the schoolroom. 

Children form in lines if played on the playground, same number in each 
line, wherever played. 

The children in the front line of rows start at the given signal, with flags 
in their right hands, run forward to a line already drawn to mark the distance 




FLAG RELAY— "READY"— FIFTH GRADE. 



they are to run, and then back to the runners, each leader handing his flag to 
runner number two, PASSING ON TO THE REAR OF HIS LINE, when num- 
ber two runs and returning, hands the flag to number three. This is repeated 
until the first runner reaches his original position. The line first getting its 
leader in place wins the race. 

(Very pretty game for festivals.) 




FLAG RELAY— "GO"— FIFTH GRADE. 



146 



PHYSICAL EDUCATION COMPLETE 



TUG OF WAR. (Playground.) 

Sixty feet of three-fourth inch Manilla rope. Tie a piece of cheese cloth 
at the center. 

Mark two lime lines on the ground, about four feet apart and each line 
thre^ feet long. 

Two teams — equal numbers. 

The teams take up positions, one team on each end of the rope, the center 
of the rope being placed in the center of the lime lines. At a given signal the 
tug of war begins. The team that succeeds in pulling the center of the rope 
across the line toward his side, is winner. 

POTATO RACE. (Schoolroom or Playground.) 

Four erasers, bean bags or blocks. 
Children in line, as for all Relay Races. 

The action of this game is the same as for all the Relay Races, except that 
the players in the front line of all the rows, take the four objects to be carried, 
in their hands, and at the given signal, run forward, place the objects on crosses 
marked for that purpose, and immediately return to runners number two of 
their respective rows, tag them, pass to the rear, while the runners numbered 
two start forward, gather up the objects and returning, give them to runners 
numbered three, who run forward and place them on the crosses again. This 
is repeated until the first row to finish announces the fact and the game is won. 

GOAL THROWING RELAY RACE— I. (Playground.) 

Two Basket Balls and Goals. 

Two lines of players, same number in each. 

Each line faces its goal, 60 feet from the goals, leader toes the line drawn 
at this distance. When the signal is given, the first runner of each line runs 
forward, picks up the basket ball and throws it into the basket. The player 
must not return to his line until the ball is in the basket. As soon as this feat 
is accomplished, the player runs with all speed to the line, tags number two, 
passes to the rear of the line, while player number two continues the play. The 
first line whose leader reaches his original position, wins. 

GOAL THROWING RELAY WITH SEVERAL BALLS— II. (Playground.) 

Two each of the following : Basket Balls, Base Balls, Tennis Balls and 
Rubber Balls. 

The game is the same as the Goal Throwing Relay, except that each player 
must put into the basket, one of each of the four balls. 

VOLLEY BALL ZIG-ZAG NO. 2. (Two sets or more.) 

This is the same game as Zig-Zag No. 1, except that in this game there are 
several sets playing against each other at the same time. The winning team 
is the one that secures three games out of the five played. 



FOR SCHOOLS AND PLAYGROUNDS 



147 



ROOSTER FIGHT. (Schoolroom, if open space is large enough. Playground.) 
Players choose partners. 

When patrners have been selected and the signal given, each player raises 
his left knee, folds his arms across his chest, and hopping continually on his 
right foot, each endeavors to unbalance the other by poking and pushing with 
the elbows. The player who is compelled to save himself from falling- by 
placing' his left foot on the floor is out of the game. The successful one now 
raises his right knee and hops on his left foot as he fights with the next rooster'', 
who Avas also a winner. The game goes on until there is but one on the floor, 
who is entitled to be called Cock of the Roost. 

COLORS. (Schoolroom or Playground.) 

About eight players to a group, and one plaj^er who is to do the guessing. 

The players choose different colors, the names of which are told to all the 
players. The guesser now turns his back to the group of colors, when there is 
a general changing of places. The guesser turns around and tries to repeat the 
names of the colors as they are now arranged. Those Avho can do this success- 
fully are declared winners. Names of flowers, birds or animals may be substi- 
tuted in place of col(>rs. 

CATCH SLAP. (Schoolroom or Playground.) 

A Ping Pong Racket or Ruler to be used for a slapper. 
Players stand in a close circle, shoulder to shoulder. 
One player stands in the center of the circle. 

The object of this game is to slap the center player with the ruler or racket 
and not be caught b}^ him while doing it. The players stand facing him, hands 
behind their backs, passing the ruler or racket from player to player. When- 
ever it seems possible to slap the center one without him seeing who does it, a 
player takes advantage of the opportunity. The center one at once makes an 
attempt to locate the holder of the slapper. If he does so, places are ex- 
changed, but it must be an actual catch. It is unfair for any member of the 
circle to slap the center player unless that player has the racket in his or her 
hand at the time. 

HUSTLE AWAY— TAG. (Playground.) 

Partners lock arms. 

Two extra players as runners. 

All the players lock arms and scatter about the playground in order to 
give plenty of running space for the game. "It," or the chaser, starts after 
the second runner, who, in order to save himself from being tagged, locks arms 
with one of the partners of any couple, the third member of the group immedi- 
ately becoming the player to be chased. If "It" succeeds in catching any 
player, the one tagged or caught immediately becomes the chaser and starts 



FOR SCHOOLS AND PLAYGROUNDS 



149 



after the one who was "It" in the first place. Short runs are to be encouraged 
and all sorts of tricks should be used to keep the player guessing as to where 
a Tunner is going to stop. This keeps the interest up to a high pitch and makes 
the game one of the most beneficial and interesting that can be found. 

KEEP AWAY. (TAKEAWAY.) (Playground.) 

Players form two teams. 

Base Ball, Basket Ball or Volley Ball. 

The ball is set in motion by a player of one team throwing it to another 
on the same side. Players of the opposite team endeavor to catch it as it is 
thrown, and if any player is successful, throw^s it to one on his side. The play 
must be fast to make the game of interest. If there is a large number of 
players, it is better to divide them into separate groups, one ball to each group. 
The game should be limited to sixteen players. 

VOLLEY BALL. 

This is a game that is suitable for use on the Playground or in the Gym- 
nasium and may be played by any number, so long as the court is not too 
crowded. Each player should be able to cover a minimum floor space of 
8 feet by 8 feet and a maximum space of 10 feet by 10 feet. 

The game consists in keeping a ball (made of a rubber bladder and 
covered by leather or canvas) in motion, back and forth, over a high net. 
The top of the net should be T^/o feet from the ground or floor. 

The game is started by one player on either side serving the ball OA^er 
the net into the opposite court. The opponents return it, and in this way 
the ball is kept in motion back and forth over the net until some player on 
either side fails to return it or knocks it out of bounds. The ball to be in 
play must not strike the ground. 

Rules. 

1. The game consists of any number of points agreed upon by both 
teams, but the usual number is twenty-one. 

2. The ground, or floor space, should be 25 feet wide by 50 feet long 
and a net is suspended half way on the 50 foot lines, which gives a playing 
space of 25 feet by 25 feet to each team. The size of the court may be 
changed, how^ever, to suit the convenience of the space obtainable. 

3. The net should be 2 feet wide by 27 feet long. 

4. A ball not less than 25 inches nor more than 27 inches in circumfer- 
ence is used for the game. 

The Server and Service. 

1. The server is the term applied to the player who tosses the ball into 
the air with one hand and bats it over the net with the other. 

2. His position is at the rear line of his court, one foot on the line and 
the other within the court. 



150 



PHYSICAL EDUCATION COMPLETE 



3. The ball must never be struck with the closed fist. Always use the 
open hand and learn to use the portion of the hand nearest the wrist. 

4. A ball that is served, to be a "good ball" must go at least 10 feet 
from the player avIio served it. 

5. Each server has two chances to serve a ball in the opposite court. 
A ''Net" Ball (one which just tips the net) entitles the server to another tr}^ 
Failure to accomplish this retires the server. 

6. If successful in his serve, he continues to serve until his side fails 
to return the ball or knocks it out of bounds. 

7. Players on each team are numbered 1, 2, 3, 4, 5, etc., and serve in 
turn. 

8. The service for the second game begins with the player next in turn 
to the player who served when the first game was completed. 



SERVER'S POSIT/ON-^ 



* UMPIRES POSITION 





/a 




1 


I 




iO 




15 


// 


6 
7 


2 


2 


6 
7 


II 


15 




/a 




3 


3 




/2 








8 






8 






IS 


/3 




4- 




13 






9 






9 












5 


5 




14- 






/ 4- 













^SERVER'S PC SIT/ ON 



POST 



9. The server may be assisted in getting the ball over the net by any 
one of his men striking it before it reaches the net. 

10. The ball may be sent to any part of the opponents' court. 

11. A ball which strikes the net or anything within the playing space 
and then falls good in the opponents' court is called a fault. (This is not 
the case after the ball is in play.) 

12. If a ball that is served strikes the net or anything within the playing 
space and afterwards falls outside the opponents' court it causes the serving 
side to give up the ball. 

13. When the ball is in play, that is after the service, a ''Net Ball" is 
equivalent to a return and is to always be so considered. 

14. A ball which strikes the boundary line anywhere is a good ball and 
if unreturned entitles the server to a point, or the receiving side the ball. 

15. Only the serving side scores. 

16. A ball "in play" is one that has been successfully served and 
returned. 

Scoring. 

Five chances to make a point. 

1. Each good service unreturned. 

2. Each ball in play unreturned. 



FOR SCHOOLS AXD PLAYGROUNDS 



151 



3. Each ball knocked out of bounds bv the receiving side, providing 
the serving side does not strike at it. 

4. If a player on the receiving side touches the net. 

5. If the server serves a ball out of bounds and the receiving side strikes 
at it. 

. . Play and Players. 

1. If a player on the serving side touches the net the ball goes to the 
receiving side. 

2. Should a player on each side of the net touch the net at the same 
lime the ball is declared out of play and the server repeats the serve. 

3. The ball goes to the opposite side when a player catches and holds 
the ball, even for an instant. 

4. The ball is declared out of play whenever it touches the floor. 

5. Dribbling, that is batting the ball in quick succession, is not allowed. 

6. If the ball is struck twice in succession by a player it goes to the 
opposite side. 

7. The umpire has the right to disqualify any player who kicks the ball. 

8. A player must never be supported, either by an object or any other 
player, when he strikes the ball. 

9. No player, except the captain, is privileged to address the umpire. 
10. A ball that is knocked under the net is declared out of play. It goes 

to the opposite side in such an event. 

11. A ball is still in play if it strikes any object within the playing 
space and rebounds into the court. 

12. A ball is declared out of play and goes to the opposite side if it 
strikes any object outside of the playing space and rebounds into the court. 

Valuable Hints to Players. 

1. Be interested and great will be your reward. 

2. Avoid playing the ball when it is clearly Avithin the territory of 
another player. 

3. Never lose a chance to play the ball when it is yours. 

4. Keep your eyes constantly on the ball. 

5. Develop team work by knocking the ball from one to another on 
the same team. 

6. Watch your chance to knock it over the net in nnguarded spots. 

7. It is well to learn to use both hands in returning the ball. 

CAPTAIN BALL. 

Captain Ball is a game especially adaptable to Rural School Playgrounds, 
as it can be played by any equal number of players and by many of the grades. 
As it accommodates itself to any number of players according to the play space 
available, it is one of the best games for all School Playgrounds. 



152 



PHYSICAL EDUCATION COMPLETE 



Directions for Playing Captain Ball. 

The Field: The space that can be allotted to the game is divided into 
two equal courts (see diagram A-B and C-D) with a strip (B-C) four feet 
wide between. 

Boundary lines being thus established, circles, or squares if more con- 
venient, two feet in diameter are marked off on each court. The number of 
these goal boxes will be determined by the size of the courts and by the num- 
ber of players, there being one goal for every two players. The Captains' 
goals (No. 1) are placed in the middle of each court near the end boundary 
lines (A and D). 

A ' B C P 




A B C D 

The Team : Players are formed into two equal teams, each having a 
Captain (box 1), a Fielder (strip B-C), Goalers (boxes 2, 3, 4, 5, 6), and 
Guards (outside of the boxes). 

The Game. 

1. Select Teams. 

2. Choose Captains and Fielders. 

3. Captains take position in goal boxes No. 1. 

4. Fielders take position in strip B-C opposite each other. 

5. Captain stations Goalers in boxes 2 ,3, 4, 5, 6 of Court C-D, and Guards 
in front of goals in court A-B. 

6. Captain stations Goalers in boxes 2, 3, 4, 5, 6 of court A-B, and Guards 
in front of goals in court C-D. 



FOR SCHOOLS AND PLAYGROUNDS 



153 



7. The Game is called by the Referee's whistle. He takes his position 
ill the strip B-C between the two Fielders and tosses up a basket-ball. 

8. The Fielder who secures possession of the ball tries to toss it to the 
nearest Goaler of his side, the opposing Fielder guarding to prevent the throw 
and to secure the ball to toss to his Goaler. 

9. The ball is kept in play by being tossed fronri Goaler to Goaler until 
it is caught by a Captain. This scores a point for that side and the ball goes 
to the Referee for another toss. 

10. Any score decided upon by the Captains constitutes a game. 

Duties of the Players. 

1. It is the duty of the Captain to try and catch the ball when thrown 
to him by a Goaler. 

2. The Goalers are to get the ball when thrown to them by a Goaler or 
a Fielder, or whenever it can be picked up near their goal, and throw it to 
Goaler No. 2, who in turn throws it to his Captain. Goalers may step one 
foot only out of the goal in order to obtain the ball. 

3. The Guards are to guard the goal boxes and prevent the Goalers 
from gaining possession of the ball. They must not step into the goals or 
on the line, but may play anywhere in their court and recover a ball that 
goes out of bounds. The Guards ma}^ throw the ball to each other and to 
the Fielder of their side. 

4. The Fielders will always throAv the ball to their nearest Goaler. They 
may play in the strip B-C and just over the line of their own court. 

5. The Referee calls the game, declares fouls and keeps the score. 

Rules. 

1. A ball that goes out of bounds must be returned by the nearest Guard 
to the spot where it crossed the boundary line, and from that point thrown 
to another Guard. 

2. Fielders throw the ball to Goalers only. 

3. Goalers throw the ball to each other; the ball may be thrown to the 
Captain only by Goaler No. 2. 

4. Guards throw the ball to each other and their Fielder. 

5. The ball should be thrown rapidly from player to player, the object 
being to get it to Goaler No. 2 as quickly as possible, as this is the only 
player who is entitled to throw the ball to the Captain except in case of a 
"free throw." 

6. A foul entitles the opposing team to a "free throw," which may be 
made by either No. 5 or No. 6 Goaler, who, unguarded, makes the throw to the 
Captain. 

7. Guarding may be done only by jumping to catch the ball as it leaves 
the hands of the thrower. The ball must be caught, not batted with the hands 
or blocked, and no throw must be prevented by "over-guarding." 



154 



PHYSICAL EDUCATION COMPLETE 



8. Care should be exercised in the placing of plaj^ers to see that the 
Goaler and opposing Guard are about the same height, as otherwise the taller 
players have too much of an advantage. 

Fouls. 

1. For a Goaler or the Captain to step both feet outside the goal box; 
for a Guard to step in a goal box; for any player to step on a boundary line 
of the courts or a goal box. 

2. For a player to knock the ball out of another players hands or to 
block a throw. 

3. Kicking, bouncing the ball or batting the ball with the hands. 

4. The Referee may foul a player for over-guarding or rough plaj^ 

5. It is a foul play to throw the ball to any but the right player (see 
Duties of Players, No. 2, No. 3 and No. 4). 

6. For a player to hold the ball longer than 3 seconds. 

7. A ball that is caught and held by two players is a "simultaneous foul," 
and entitles both sides to a "free throw." 

8. (Players who refuse to abide by the decision of the Referee shall be 
ordered from the court.) 

Arranged by Emma A. Wilson. 

GERMAN BAT BALL NUMBER ONE. 

Players : Any number to make 
ecjual teams. 

Field: Marked off according to 
diagram and always ten feet from the 
Batting Line (A) to the Home Line 
(B). Make larger according to the 
number of players. 

Apparatus : Volley Ball or Basket 
Ball and a Goal Post (X). 

The Players are formed into two 
teams, the Batters and Fielders, who 
toss up for first position as Batters. 
The Batters take position on the line 
A-A, in turn, for batting, and the 
Fielders may cover the territory in and 
around Courts 1 and 2. 



OQQ. 



X.XXXXXXX ETC. 
I a34.56 78 





X 1 


HOME 


LINE 










1 


2 






* 





X= BATTERS 
■*■= FIELDERS 



GOAL@ POST 



Rules. 

1. The Batters must bat accord- 
ing to number and stand for batting 
on the batting line (A). 

2. The ball is batted as in Volle.v Ball, with the open hand if a Volley 
Ball is used, and the clenched fist if a Baskjet Ball is used. Each Batter is 
allowed two chances to get the ball across the home line. It must be sent, in 
all cases, across the Home Line or the batter loses his turn. 



FOR SCHOOLS AND PLAYGROUNDS 



155 




GERMAN BAT BALL— FOURTH AND FIFTH GRADES. 



3. After batting the ball the Batter runs across the Home Line, through 
Court number one, around the Goal Post (X) and up through Court number 
two, back to the Batters' Box. This constitutes a "run" and scores one point 
for his team. If he is hit by the ball thrown by a Fielder before he reaches 
the Batters' Box he is "out" and must take his place in line to await his turn 
to bat again. 

Fouls. 

1. To run with the ball. 

2. To hold the ball longer than five seconds. 

3. To interfere with a runner. 

Scoring. 

Each run scores one point, and a team remains at the bat until three 
players have been hit out by Fielders. 

A foul gives one point to the opposing team. 

Any score determined upon at the beginning of the game shall constitute 
a game, or the greatest score earned within a certain time names the winning 
team. 

(Note — A particularly good game for ungraded classes.) 

GERMAN BAT BALL NUMBER TWO. 

This is a modification of German Bat Ball Number One and is particularly 
adaptable where there are but a few players available. 

Plaj^ers are formed into two squads, who score individually, as follows : 

1. If a Batter is hit out by a Fielder he is declared "out" and at once, 
changes places with the Fielder who hit him out. The new Batter now takes 
his place at the end of the line to await his turn to bat. 

2. Fouls count against the score of the player who makes them. 

3. At the end of the game the player having scored the greatest number 
of runs is the winner. 

4. The length of time a game is to run is decided upon before the pla}^ 
is started. This may be ten, twenty, thirty minutes or even a longer time if 
desired. 



FOR SCHOOLS AND PLAYGROUNDS 



157 



PLAYGROUND BASEBALL. (Abbreviated Rules.) 

This is an ideal game for both boys and girls from the fourth grade age 
through the eighth, and is particularly recommended for girls of High Schools 
and Normals. 

How to Mark Off the Diamond. 



BASE 




HOME PI ATE 



The distance around the Diamond on "Infield" is 140 feet, divided to 
form a perfect square, each side of which is 35 feet long. 

The Home Plate is 1 foot square, placed inside the Diamond and in con- 
tact with the lines Home to 1st Base and Home to 3rd Base. 

1st, 2nd and 3rd Bases are 1% feet square, placed inside the Diamond 
in contact with the lines between bases. , 

The Pitcher's Plate is 10 inches by 2 inches, made of any hard substance 
and placed 30 feet distant from the Home Plate on a line between Home 
and 2nd. 

The distance from Home to 2nd Base across the Diamond is 481^ feet. 
The distance from 1st to 3rd across the Diamond is 481/4 feet. 

The Batsman's Box. 

The Batsman's Box is placed, one on each side of the Home Plate, each 
being 3 feet wide b}^ 4 feet long, and, placed in such position that they touch 
the lines of the Diamond, 1 foot in front of the Home Plate and 3 feet behind it. 

Fair and Foul Ground. 

From 1st and 3rd Bases, lines are extended to the boundaries of the 
grounds. The Foul Lines are those from the outer corners of the Home Plate, 
along the outside edges of 1st and 3rd Bases along the extensions to the 



158 



PHYSICAL EDUCATION COMPLETE 



boundaries of the grounds. All the space outside these lines is Foul Ground 
and all within, Fair. 

Infield and Outfield. 

The regular Diamond forms the Infield and the field within the extension 
lines from 1st and 3rd Bases to the boundaries of the grounds, covers what 
is know^n as the Outfield. 

Ball and Bat. 

A 12-inch ball is used where the play space is unlimited. 

A 14:-inch ball is used where there is less room. 

A 17-inch ball is used where the play space is very limited. 

The bat should measure about 2% feet by 2 inches at the wide^st part. 

Players. 

There are ten players on a side, Pitcher, Catcher, 1st, 2nd, 3rd Basemen, 
Right, Center and Left Fielders and Right and Left Shortstops. The players 
are assigned their respective positions by their Captain. 

Game. 

The regular game consists of nine innings ; however, it may be shortened 
to seven or five, as decided upon by the two Captains. The choice of innings 
may be decided by flipping a coin or by a player from each team being chosen 
to toss the bat to each other known as "Hands Method." (In this, one takes 
the bat in one hand and pitches it to the opponent, who catches it with one 
hand. The tosser then places one hand around the bat just above the catcher's 
hand, the catcher following with one hand and so on, alternating until the 
handle of the bat is reached. One point is scored for the boy or girl who last 
gets his ENTIRE hand on the bat. The palm of a hand rubbed over the end 
of the bat's handle may touch both the bat and player's hand, but it must 
touch the bat, anyway. The best two throws out of three decide the winner.) 

Good and Bad Balls. 

A ball which has been legally delivered by the Pitcher and passes over 
any part of the Home Plate, not lower than the Batsman's knees nor higher 
than his shoulders, is what is known as a "Good Ball." Anything else is a 
"Bad Ball" and termed "Ball" by the Umpire. 

Illegal Balls. 

If the Pitcher's foot is not in contact with the Pitcher's Plate, or more 
than one step forward is taken in delivering the ball, it is termed "Illegal" 
and gives the Batter a base. 

Pitcher's Position. 

The Pitcher faces the Batter, both feet on the ground, in front of the 
Pitcher's Plate. When delivering the ball to the bat he must keep one foot in 
contact with the Pitcher's Plate, and ONE FORWARD STEP ONLY IS AL- 
LOWED WHEN PITCHING THE BALL. 



FOR SCHOOLS AND PLAYGROUNDS 



159 



Pitching. 

The ball must be delivered to the bat by the underhand throw, the arm 
swung parallel with the body on the final swing. All other plays may be 
made by the overhand throw. 

The Pitcher must hold the ball in front of his body and in plain sight 
of the Umpire before delivery to the bat. 

Balk. 

Should the Pitcher hold the ball sufficiently long as to unnecessarily delay 
the game or to make a motion as if delivering the ball without his doing so, 
shall be termed a ''Balk," and gives the Base Runner a base. 

Dead Ball. 

A ball delivered by the Pitcher which strikes the Batter is called a "Dead 
Ball," BUT IT DOES NOT GIVE THE BATTER A BASE. Should the Batter 
intentionally place himself in such a position as to be struck by a ball, or 
should he interfere in any way with the ball that is pitched, a "Strike" is 
called on him. 

Block Ball. 

A Block Ball is one that is batted or thrown by a player and stopped by 
any person who has no part in the game. When such occurs, the Base Runners 
must stop at the last base touched and there remain until the Umpire again 
calls "Play." 

Fair and Foul Balls. 

A Fair Ball is one which strikes inside or ON the Foul Line, the VERY 
FIRST POINT OF CONTACT WITH THE GROUND DECIDING THIS 
POINT, REGARDLESS OF WHERE THE BALL MAY AFTERWARDS 
ROLL. 

A Foul Ball is one which strikes outside the Foul Line, even though it 
may afterwards roll into the Diamond. 

Foul Tip. Foul Hit. Foul Strike. 

1. Foul Tip. This is a ball that tips the bat but does not go higher than 
the Batter's head. 

2. Foul Hit. This is a ball that the Batter hits and which lands outside 
of fair ground. 

3. Foul Strike. This is a ball that is batted by the Batter into fair 
ground while the Batter has had some part of his body outside the Batter's 
Box. 

Strikes. 

There are four chances to call a "Strike" on a Batter, namely: 

1. A ball struck at by the Batter without it touching his bat. 

2. A Foul Tip caught by the Catcher. 

3. A "Good Ball" pitched which is not struck at by the Batter. 

4. A ball legally delivered by the Pitcher but which is intentionally 
interfered with by the Batter. 



160 



PHYSICAL EDUCATION COMPLETE 



(Note — Any Base Runner may advance on a Foul Tip caught^ the same 
as on a regular strike.) 

Regular Order of Base Running. 

Each Base Runner must touch each base in regular order of running, 
1st, 2nd, 3rd and Home, or 3rd, 2nd, 1st and Home. 

In Playground Baseball we have our choice of making 1st or 3rd Base 
the 1st Base, but THERE MUST BE NO BASE RUNNER ON ANY BASE 
WHEN THE BATSMAN BECOMES A BASE RUNNER AND MAKES THIS 
SELECTION. The next man to the bat must follow in this order JUST AS 
LONG AS THERE IS ANY RUNNER ON A BASE. 

The Batter Is Out. 

1. If he bats out of his turn and makes a fair hit before the mistake is 
discovered. 

2. If he is not in his position in the Batter's Box inside one minute after 
the Umpire has called "Batter up." 

3. If he makes a Foul Hit which is caught IN A FIELDER'S HANDS. 

4. If he makes a Foul Strike. 

5. If he has three strikes, the third being caught by the Catcher. (The 
Batter is allowed to run on the third strike.) 

6. If he intentionally interferes with the Catcher in fielding the ball. 

7. If struck by the ball on his third strike. 

The Batsman a Base Runner. 

1. The Batter is a Base Runner instantly AFTER he makes a fair hit. 

2. After the Umpire calls "Ball Three" on him. This gives him a 
"walk," but he must get to 1st Base without any delay. 

3. After the Umpire calls "Strike Three" on him. 

4. After the Umpire calls an "Illegal Delivery" on the Pitcher. 

When a Base Runner Should Start. 

1. AFTER A PITCHED BALL HAS REACHED OR PASSED THE 
PITCHER'S HANDS. (Should this rule be violated the Base Runner may be 
called back for premature starting.) 

2. NO BASE RUNNER IS ALLOWED TO "SNEAK" OR "STEAL" 
BASES. 

3. EACH BASE RUNNER MUST BE ON HIS BASE WHEN THE 
PITCHER IS READY TO DELIVER THE BALL TO THE BAT. 

Base Runners Entitled to Bases. 

The Base Runner may, without being put out, take one base in the fol- 
lowing instances : 

1. If, as Batter, the Umpire calls "Ball Three." 

2. If the Batter who follows is given, for any reason whatsoever, a base. 

3. If the Umpire declares a "Balk." 

4. If, while he is Batter, the Umpire declares an "Illegal Pitch." 



FOR SCHOOLS AND PLAYGROUNDS 



161 



5. If the Pitcher delivers the ball to the T3atter before the Base Runner 
has had time to return to his base. 

6. If a Fair Llit touches the person or clothing of the l^nipire wliile he 
is on fair ground. 

7. If an opponent interferes with him reaching his base. 

8. Only one base may be taken on a "Pass Ball" (one which passes or is 
^'muffed"' by a player). 

Base Runner May Be Put Out. 

1. If, while Batter, a Fair Hit is made and caught by a Fielder before 
it touches the ground. Known as a "Fly." 

2. If, while Batter, his third strike is caught before it touches the ground 
or an object. 

3. If, after the third strike, he is touched with the ball by any player 
before he touches his legal base. 

4. If, in running the bases, a runner runs more than three feet from the 
lines of the Infield in order to avoid being touched by the ball in the hands 
of any player. 

(Note — Should a player be standing in the Base Runner's path in his 
attempt to catch the ball, the Base Runner is entitled to run out of the regular 
path and must not be declared out for having done so.) 

5. If a Base Runner runs into a player who is trying to catch a batted 
ball or intentionally interferes with a thrown ball. 

6. If at any time while the ball is in play he is touched with the ball in 
the hands of any player while some part of his person is not in contact with 
his legal base, PROVIDED THE ONE WHO TOUCHES HIM DOES NOT 
DROP THE BALL AFTER TOUCHING HIM. 

7. Base Runner may be put out if there is failure to touch any base to 
which he has run. He may be put out at the base he has failed to touch by 
a player who, holding the ball in his hands, goes to that base and touches it. 

(Note — Any Base Runner is entitled to overrun a base he has reached 
and touched, BUT HE MUST RETURN AT ONCE TO THE BASE AND 
TOUCH IT AGAIN.) 



FOR SCHOOLS AND PLAYGROUNDS 

SOCCER FOOTBALL. 
Diagram of One-half the Field and a Short Synopsis of the Rules. 

HALF WAY L/NE 



OUT^ SIDE 
LEFT 



/N |X1 SIDE 
LEFT 




m^SIDE 
RIGHT 



oar^s/D£ 

RIGHT 



LEFT^ HALF 
BACK 



CENTER ^HALF 
BACK 



RIGHT^HALF 
BACK 



132 



PENALTY RAD/ US 



L.FULL BACK 
X 



If. FULL BACK 



60'^ 



GOAL AREA 
GOAL X KEEPER 



163 



GOAL 



,GOAL, 
300' 



LI HE 



_ CORNER 
MFLAG 



Players : Eleven on a side. 

Field: Maximum size, 390 feet by 300 feet; minimum size, 300 feet by 
150 feet. 

Center of Half Way Line should be indicated by a mark of some suitable 
nature. 

Center Circle : Diameter, 60 feet. 

Goals: 138 feet from each Corner Flag on the Goal Lines (24 feet apart) 
set two upright posts, 8 feet high, with a bar across. The greatest width of 
the goal posts and depth of the bar shall be 5 inches. 

Penalty Kick Mark: Placed 36 feet from the center of the Goal Line, 
directly in a line with the center of the circle. 

Ball: The ball shall be 27 inches in circumference and not more than 
28 inches. 

Time of Game : 90 minutes, unless otherwise agreed upon. 
Ends shall be changed at half time, five minutes allowed between halves. 
Winners of the toss may have choice of kick-off or goals. 
Object of the Game : To KICK the ball between the Goal Posts under the 
bar — not thrown, knocked on, or carried by any player of the attacking side. 

Simple Rules for the Game of Soccer Football. 

(The following rules arranged by W. E. VAN GILDER) 

The ball is in play on the kick-off when it has rolled completely over. 
The player who first kicked it cannot play it again until it has been played 
by another player. 



164 



PHYSICAL EDUCATION COMPLETE 



All opposing players shall be at least ten j^ards from the ball on the 
kick-off. 

When the ball is kicked out of bounds the Linesmen decide which side 
put it out, and it is thrown into the field of plaj^ again by the opposite side. 
The player who throws it in must stand with part of both feet on the side 
line, throw the ball with both hands over his head, and he must not play 
the ball again until it has been played by another. 

When the ball is kicked behind the goal line by one of the attacking 
side, it is kicked onto the field of play by one of the defenders from a point 
nearest — on the goal area. 

When it is kicked behind the goal line by one of the defenders it is then 
kicked onto the field of play by one of the attacking side from the corner 
flag, called a corner kick. 

In case play is suspended, or a double foul committed, the Keferee drops 
the ball on the ground at that point, and as it touches the ground is in. play 
again. 

A goal is scored when the ball has passed between the goal posts below 
the cross bar. In case the bar has been removed the Referee shall decide 
Avhether the ball passed below the supposed cross bar. 

A goal may be scored from a free kick only when it follows a deliberate 
or vicious foul. 

A goal may be scored on a penalty kick when it passes the goal post 
below the bar, regardless of anyone touching it. A goal cannot be scored 
from a throw-in. 

The ball is always in play should it strike the Referee, Linesmen or if 
it rebounds from the goal post or corner flag. 

Each goal scored in the game counts 1 point. Each game counts 2 points. 
In case of even score (tie) each team is given 1 point. 

Fouls. 

Tripping, kicking, striking, holding or pushing an opponent or deliberately 
handling the ball (except using the head) are all classed as fouls, and a free 
kick from the point of committance is usually awarded the offended side. ' 

Deliberate and vicious conduct by a player towards an opponent may 
cause his removal from the game. 

A deliberate foul committed within the penalty area by the defending 
side awards a penalty kick to the opponent. 

Only the kicker and goal keeper are allowed within the penalty area 
until the ball is kicked, when the rest of the players may follow into the play. 

The goal keeper, and only the goal keeper within his penalty area, may 
use his hands on the ball and then not to carry it. 

The goal keeper is not to be charged, except when he is holding the ball, 
obstructing an opponent or when he is outside the goal area. 

The goal keeper may be changed during the game by giving notice of 
the change to the Referee. 

A player is offside if he plays the ball from another player of his team 



FOR SCHOOLS AND PLAYGROUNDS 



165 



when there are not three of his opponents between hnn and the goal at that 
time. 

A player may take the ball down the field on a dribble and shoot a goal 
if he passes all the opposing team in his play. 

A plaj^er is also offside if he is nearer to his opponents' goal than the 
three opponents, even though he does not make an effort to play. 

The Referee has complete charge of the game and his decisions on all 
fouls, free kicks, offside plays and suspensions of play are final. He has the 
privilege also of changing Linesmen during the game if he considers the 
duty of these men is being neglected or there is any partiality being shown 
either team. 

Some Hints to the Various Players. 

TO THE GOAL KEEPER: 

Do not rely too much on your kicking. Use your hands. 

Do not develop the habit of leaving the goal. 

Do not fist the ball when you can use both hands. 
TO THE FULLBACKS : 

Do not play too near each other. 

Do not try to dribble. Get rid of the ball. 

Do not go too far up the field nor stay so close as to retard the work of 
the Goal Keeper. 
TO THE HALFBACKS : 

When beaten by an opponent follow him and try again. 

Always help the Forwards at all times, and the Fullbacks when it is 
necessary. 

Keep the ball low. Do not balloon it. 
TO THE FORWARDS : 

Do not indulge in too much individual playing. Watch your teammates. 

Remember to make an opening and also to take one. 

Kick and shoot the ball from the instep and keep it low. 
TO THE CAPTAIN OF THE TEAM : 

Do not grumble at or scold an oft'ending player. He feels his mistake as 
much as you. 

Lead your team always. Never drive. 

Have no special players or favorites. You are all playing together. 
TO TLIE TEAM: 

Never argue with the Referee. He is judge of all plays and has complete 
charge of the game. 

Be gentlemanly at all times. Never indulge in foul or underhanded play- 
ing of any sort, at any time. 

Learn to accept defeat as well as victory. It is better to be beaten 
honestly than to win a victory by unfair methods. 

Bear no resentment toward a player. Forget it as soon as the play is 
over. 



166 



PHYSICAL EDUCATION COMPLETE 



TENNIS. 
How to Mark Off a Tennis Court. 



78 



M 


L 


4 

K r 


H 


* ^2' T 


I 

N < 


G 


• 


t 




P N 



FIG. Co 



2/ 













6 







0A/£ 



39' /V 



Figure One represents a Single and Double Court. 

Figure Two represents one end of a Single Court or that space in Figure 
One included in the lines L— E, E— R, R^P, P— L, G— T and N— K. 

As the Double Court includes the Single, it is best to measure the latter 
one first, then" add the two side lines for the Double Court. 
Consult Figure Two for the following : 
L— K 21 feet. 
K— E 18 feet. 
L— P 27 feet. 
P— R 39 feet. 
T— G 21 feet. 
L — R 47 feet 5 inches. 
Select the position of the net and drive in the ground, 27 feet apart, at 
the points L and P, two small stakes. Measure off 47 feet 5 inches on a chalk 
line or stout cord and attach one end of it to point L. At point P attach a 
tape line, measure off a distance of 39 feet and bring the chalk line and tape 
together at point R. This will give one corner of the Single Court. Re- 
verse the chalk line and tape measure on points L and P and mark the point 
E. At the point K on the line — E, 21 feet from L space a stake. Repeat 
this on the line P — R, driving a stake at N. This marks the Service Line. 
Divide the lines L — P and K — N into equal parts and connect by the line T— G. 
Connect the line E — R. Repeat the same operations on the other side of the 
net, when the Single Court will be marked. 

To complete the Double Court extend the line E — R in each direction 
4 feet 6 inches. Repeat the operation on the other side of the net, line — V 
in Figure Two, and connect the lines A — B and C — D. 

Marking plates should be placed in the ground at points A, B, C, D, M, 
K, X, N, H and G. These are only necessary for lawn or dirt courts, as they 
make the relining of a court a very simple matter once they are put into 
place. 



FOR SCHOOLS AND PLAYGROUNDS 



167 



TENNIS. 
(Condensed Rules.) 
Tennis is a game that is played by two or four people. When two play, 
the game is spoken of as "Singles," the play space used is 27 feet by 78 feet 
and covers the territory bounded by the lines — E, E — R, R — V and V — 
(Fig. One). When four play, the game is spoken of as "Doubles," and the 
full court is required. 

Object of the Game. 

The object of the game is to knock the ball ("place" it) in some portion 
of the opponent's court so that he cannot return it. 

The ball is knocked back and forth over the net until one side fails to 
hit it at all, knocks it out of bounds, into the net or fails to send it over the 
net. A point is given to either side when the opposing side fails to get the 
ball into an adversary's court. 

Server and Receiver. 

The player, chosen by lot, who first hits the ball, or serves it, as it is 
called, is known as the Server, and the one to whom the ball it served is known 
as the Receiver. The same player serves until a game is over, when the Re- 
ceiver becomes Server and the one who was Server is the Receiver, this alter- 
nating continuing until the playing is completed. 

Playing. 

The Server stands with one foot on the line A — C or B — D (this depends 
upon the court in which he is playing), throws the ball up into the air and 
endeavors to knock it into the Receiver's court. After he has delivered this 
service each side must strike the ball in turn, striking it either before it 
touches the ground (known as a "Volley") or before it has bounced a second 
time. 

(Note — It is against the rules to "Volley" in returning the service, but 
after this iirst stroke of the Server and Receiver, either player may take his 
choice of "Volleying" or returning the ball on the first bounce. 

Two balls are allowed in each service. Should a "Let" ball be served, 
that is one which just tips the net, another is allowed in its place. A "Let" 
ball is good and counts as a return if it occurs AFTER THE FIRST SERVICE, 
that is after the Server has succeeded in placing the ball in his opponent's 
court, CLEAR of the net. 

Scoring. 

The method of scoring is not as difficult as it may at first seem. 

The point first scored for either side counts 15 for the winner, and the 
score is spoken of as 15 — Love, "Love" meaning ''nothing" in Tennis. If 
the side which lost the first point succeeds in winning the second the score 
stands 15 — All, "All" meaning "even" in every case. The Server's score is 
always spoken first, therefore if he wins the first point the score stands 15 — 
Love. Should he lose, the score is Love — 15. 



168 



PHYSICAL EDUCATION COMPLETE 



The second point scored for either side is 30. If the Server wins the first 
two points the score is 30 — Love, and if won by his adversary it is Love — 30. 
In the case of each winning a point the next connt would be 30 — 15 or 15 — 30, 
according to which player is in the lead. 30 — All is next, when each side ha» 
won two points. 

The third point scored for either side is 40. If the Server wins the first 
three points the score is 40 — ^Love. If he wins three points and his opponent 
one the score is 40 — 15. If he wins three and the opponent two the score 
is 40—30. 

The fourth point scored for either side gives that side the game, TAXLESS 
EACH SIDE AA'INS THREE POINTS, score 40— All, but which in Tennis is 
spoken of as ''Deuce." Should either side have a score of 40 — 30 and the 
next point (the fourth) is won by the leading side, the game belongs to that 
side. 

From "Deuce" the score becomes "Advantage-in" or "Advantage-out." 

This depends upon Avhether the Server won the point or the Receiver. The 
Server is always "Ad-in" and the Receiver "Ad-out." Either side having 
"Ad" in its favor wins the game by securing the next point. Should "Ad" 
side lose the coveted point the score becomes "Deuce" again, and from that 
point goes on again to "Ad-in" or "Ad-out." ONCE THE SCORE BE- 
COMES DEUCE IT TAKES TWO POINTS SECURED IN SUCCESSION 
TO WIN THE GAME. 

Score by Games. 

The score in games is given with the Server's score first. If the games 
are even the score is spoken of as 1 — All. 2 — All, etc., up to 5 — All, when 
"Deuce" and "Vantage" games are played. This means that one side has 
to win, IN SUCCESSION, two games before winning the set. 5 — All is the 
same as "'Deuce." 

BASKET BALL. 

There is no game played to-day that demands such a variety of muscular 
action as Basket Ball. It is a game that calls into play all the muscles, there 
is a powerful call for heart and lung action and much agitation of all the 
abdominal organs. The powers of circulation, respiration and digestion are 
all greatly increased and the nervous system is given a splendid toning up. 
These facts all make Basket Ball an ideal exercise, provided the game is 
played for fun, or is not abused by INTENSE competition. Immature girls 
derive much benefit from this game when played in a friendly way. Lender 
no circumstances should girls in the grades be allowed to participate ii? 
Basket Ball contests. 

According to physicians, the organ that is most apt to be damaged is the 
heart, which in the case of an immature girl has not reached its normal 
growth. It is more susceptible to permanent injury at this period than at 
am^ other time. All girls of a high strung, nervous temperament should be 



FOR SCHOOLS AND PLAYGROUNDS 



169 



very carefully supervised Avheii playing this game, and should not be given 
permission to take part in contests. 

For the girl who possesses a vigorous heart, strong lungs and, NO 
NERVES, Basket Ball is all right. 

Volley Ball is an excellent substitute for Basket Ball in the grades, and 
for this reason alone such a game warrants a great deal of consideration by 
instructors. 

ATHLETICS FOR GRA:\I:\IAR GRADES. 
Athletics for Boys. 

Athletics of a suitable type should be provided for all boys of the 
Sixth, Seventh and Eighth Grades. Where Athletics are to be made a part 
of the work of the School Playground the Avise teacher will secure the con- 
sent of the parents of each boy before permitting him to participate in such 
activities. Xow and then accidents will occur, no matter how careful and 
watchful an instructor may be, and, unfortunately, there are people in the 
world who do not hesitate to take advantage of such opportunities to make 
trouble for those in charge of the work. A little precaution in such matters 
is well worth while. 

Erect on your Playground at least two horizontal bars for your boys 
and the same number for the girls. Place one at the disposal of the smaller 
and larger children of both the boys' and girls' sections of the grounds, and 
then give them instruction in how to run short distances, chin the bar and to 
make the standing broad jump. Once each year have what you may call the 
Annual Athletic Badge Test, when all those entitled to compete, enter the 
class for which they deem themselves fitted. For all purposes the standards 
set by the Public Schools Athletic League will be found most satisfactory 
and are as follows : 

Class A— 

60 Yard Dash, 8 3-5 seconds. 
Pull Up (chinning the bar), 4 times. 
Standing broad jump, 5 feet 9 inches. 
Class B— 

60 Yard Dash indoors, 8 seconds; or, 
100 Yard Dash outdoors, 14 seconds. 
Pull Up (chinning the bar). 6 times. 
Standing broad jump. 6 feet 6 inches. 

(Note — The Pull Up must be made each time by the body being raised 
and lowered the full arm length, and there must be no kicking, jerking, twist- 
ing or throwing of the body in order to assist in raising the body to the 
required height.) 

All boys, regardless of age, weight or height classifications, should be 
permitted to enter, PROVIDED they maintain a certain standard of pro- 
ficiency in their school work, deportment in the schoolroom and on the play- 



170 



PHYSICAL EDUCATION COMPLETE 



ground, AND WHO ARE MAKING AN HONEST AND SATISFACTORY 
EFFORT TO SECURE A GOOD CARRIAGE OF THE BODY. 

Badges or buttons should be supplied which may be presented to each 
boy when he has proved himself a winner of all three events in the class 
in which he entered. No boy shall be allowed more than one trial for each 
of the three events in either Class A or B. The general rules that should 
govern the competition will be found in the Public Schools Athletic League 
Handbook, published by A. G. Spalding & Bros., and may be had for ten 
cents per copy. This little, inexpensive book will be found of great value to 
instructors who wish to introduce and carry on Athletics for boys and girls of 
the Grammar Grades. 

CAUTION — No Grammar Grade boy should be permitted to train for any- 
thing beyond the 220 Yard Dash, and the Hammer Throw, Shot Put and Pole 
Vault should by all means be eliminated from their programme. 

In order to encourage and develop interest in this line of work, it has 
been found to be of the greatest help to adopt this Athletic Badge Test of 
the Public Schools Athletic League, though it is not necessary to carry the 
competition to the full extent of the League. The great aim of this organ- 
ization has always been to improve the physical well being of the individual, 
to stimulate ideas of honor and "the square deal" and to develop school 
spirit and pride. Many of the large cities in the United States have for several 
years carried this work on most successfully, and I wish it were possible for 
every city in our land to organize such a League for the benefit of the boys 
and girls who are to be the future citizens of that city. However, because 
such an undertaking is not always possible. Athletics need not be eliminated 
from the programme of the activities of the School Playground and the 
simple plan given will easily cover all the needs of all schools. 

Athletics for Girls. 

This constitutes one of the most important subjects with which alP 
Directors of Physical Education have to deal, and no one realizes more than 
they that girls and young women of to-day are in greater need of rightly 
planned and supervised Athletics than are our boys and young men. Social 
customs and conventionalities, both as to conduct and dress, hamper to an 
alarming degree the majority of girls in their search for health-giving sports, 
and every possible encouragement and assistance should be given them to 
overcome these obstacles and every effort made to place them in the way of 
gaining grace, bodily strength and vigor — and consequently, happiness. Girls 
need to learn the lessons which competitive games and sports teach. They 
are sadly in need of much of the same training that boys receive through 
play, and experience has shown that it is possible to accomplish this in 
institutions where the instructors in charge of the work have the right idea 
and ideals. Competition of the INTENSIVE variety, however, is not sport, and 
when I speak of competition as being a good thing for our boys and girls I 
do not mean that fierce, discourteous and rude competition which makes 
young people forget the lessons of courtesy and regard for others. 



FOR SCHOOLS AND PLAYGROUNDS 



171 



Immature girls should be given climbing, archery, ball-throwing, folk- 
dancing, standing broad jump, running hop-step-jump, running short dis- 
tances, rowing, skating, swimming, tennis, volley ball, playground baseball 
and basket ball where the game is a friendly one ^'just for fun." 

I see no reason whatever why girls of Grammar Grades should not be 
provided with an opportunity to participate in an Athletic Badge Test the 
same as given to the boys of the Grammar Grades, but Athletics of the more 
strenuous variety should not be permitted in either case, as the tension is 
entirely too great for these young people. A few safe rules for the instructor 
of Athletics for girls are as follows : 

1. Select those w^hieh have no tendency to make girls less w^omanly and 
refined. 

2. Select those which are natural for girls and do not endanger their 
health. 

3. IN ALL CASES OMIT Hurdles, high or low, Hammer Throw, Shot 
Put and Pole Vault. 

4. ADAPT ATHLETICS TO THE GIRL, AND NOT THE GIRL TO 
ATHLETICS. 



CHAPTER VI 



Selected Folk Dances for Elementary Grades 



FOLK DANCING 

Dancing, we know, is the principal form of exercise taken by a compara- 
tively large number of people, and dancing schools have proved to be of 
wonderful assistance in teaching and developing the correct posture of the 
body and grace of movement. 

I know of no form of exercise that produces the beneficial results which 
we obtain from the use of Folk Dances. They give us exercises that are not 
only favorable to muscular development and control, but to good circulation, 
respiration and digestion, and give to the individual girl the greatest amount 
of pleasure and happiness possible. Nothing in the way of exercise appeals so 
strongly to girls of the Grammar Grades as the simple, healthful and delightful 
Folk Dances, and in order that their effect for good may not be destroyed, it 
is ;necessary that teachers exercise great wisdom and control in the use of them. 

Let the "truly genuine play idea" be the only one present at the lessons. 
Avoid teaching solo dances or dances that provide places for only a few chil- 
dren. The more the merrier and greater the happiness for all. 

Folk Dances. 

CHIMES OF DUNKIRK ) ^. ^ ^ ^ i ^ 

V First and becond Grades. 
DANISH DANCE OF GREETING ) 

SHOEMAKERS' DANCE | 

CHILDREN'S POLKA V Third and Fourth Grades. 
TANTOLI ) 

ALPINE SNOW FLAKE DANCE 
BLEKING 
FINNISH REEL 

NORWEGIAN MOUNTAIN MARCH 
SWEDISH CLAP DANCE 
KOMARNO 

HIGHLAND SCHOTTISCHE 
THE CRESTED HEN 
BOUNDING HEART 



Fifth, Sixth, Seventh and Eighth 



Grades. 



174 



PPIYSTCAL EDUCATION COAIPLETE 



THE CHIMES OF DUNKIRK. 



Allegro. 



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Copyright, 1915, by Lavinia H. KauU. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



175 



THE CHIMES OF DUNKIRK. 




Formation. 

Children in line, partners side by side, and to music, skip to circle forma- 
tion. When the circle is complete, a signal is given to halt, a chord is played, 
the children face partners and at the same time place their hands on their own 
hips. 

Movements. 

Measures 1-2 — Beginning with the right foot, stamp right, left, right and — hold. 

Measures 3-4 — Clap own hands in front of chests three times and — hold. 

Measures 5-6 — Partners join hands, and to four counts skip around ''in 
place," the child in the outer circle leading the partner toward the left. 

Measures 7-8 — With hands on own hips, each child takes one step to the left 
(count 1), the right foot is placed by the left (count 2), and new partners 
bow to each other (count 3). 

Measures 9-16 — Repeat all. 

REPEAT AS DESIRED. 



176 



I'i I YSICAL EDUCATION COMPLETE 




DANISH DANCE OF GREETING. 



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Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



177 



DANISH DANCE OF GREETING. 
Formation. 

Children form a single line, girl leading, hands on hips and to appropriate 
mnsic, skip to circle formation. A chord is played, when all face the center 
of the circle. 

Movements. 

Measure 1 — BOYS — Clap own hands twice in front of chests (count 1-2), place 
hands on hips and, turning toward partners, bow from hips and face cen- 
ter of circle (count 3-4). 

Measure 2 — Repeat above, bowing to the girl on the left on (count 3-4). 

Measure 1 — GIRLS — Clap own hands twice in front of chests (count 1-2), 
place hands on hips, left toe placed close to right heel, both knees are 
bent as courtsey is made to partner (count 3), and face center of circle 
(count 4). . 

Measure 2 — Repeat above, courtesy is made to boy on the right (count 3), 
and face center of circle (count 4). 

Measure 3— Hands on hips, boys stamp first with the left then right foot, girls 
first Avith the right then left foot. 

Measure 4 — "With four light running steps, boys make a complete circle "in 
place," turning toward the left. Girls the same, turning toward the right. 

Measures 1-4— REPEAT ABOVE. 

Measures 5-8 — All join hands and Avith sixteen light running steps, circle to 
the right, turn and take sixteen running steps to place. 

REPEAT AS DESIRED. 



178 



PHYSICAL EDUCATION COMPLETE 




SHOEMAKERS' DANCE. 





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Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrang-ement.) 



FOR SCHOOLS AND PLAYGROUNDS 



179 



SHOEMAKERS' DANCE. 
Formation. 

Children form two lines, girl on boy's right, skip to double circle forma- 
tion. A chord is played, when partners face each other and at the same time 
raise arms height of shoulders, arms bent at the elbows, hands closed, the right 
arm in a position about three inches above the left. 

Movements. 

^Measures 1-2 — "AVinding the thread" — the arms are rolled over each other 
three times, the right moving first away from, and the left toward the 
body. Reverse and roll three times (count 1, 2, 3 — hold). 

Measure 3 — "Pulling the thread tight" — pull the arms apart, jerking the el- 
bows well back and expand the chest (count 1-2). 

Measure 4 — Clap own hands three times in front of chest (count 1, 2, 3). 

Measure 1-1: — REPEAT. "Driving the peg" — measure 1 — hammer the fists 
three times. 

Measures 5-8 — Partners join inside hands, free hands on hips. Dance forward 
in circle formation. (The step. All step forward on the left foot 
(count 1), hop on the left and raise the right knee (count 2), step forward 
with the right foot (count 1), hop on the right and raise the left knee 
(count 2), etc. 

REPEAT AS DESIRED. 



180 



PHYSICAL EDUCATION COMPLETE 




CHILDREN'S POLKA. 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



181 



CHILDREN'S POLKA. 
Formation. 

Cliildren form a single line, girl leading, hands on hips, and to appropriate 
music, skip to circle formation. A chord is played, partners face each other, 
clasp hands and raise extended arms height of shoulders. 

Movements. 

Measures 1-8 — All take two glide steps toward the center (count 1-2), stamp 
three times (boj^s, left, right, left and girls right, left, right — count 1, 2, 3). 
Repeat same, returning to place. 
Repeat all. 

Measures 9-12 — Clap own hands on thighs (count 1), clap own hands in front 
of face (count 2), partners clap hands together (count 1, 2, 3). 
Repeat. 

Measures 13-14 — All right toes are placed forward, touching floor lightly, 
heels raised, left hands placed under right elbows and shake right fore- 
fingers at partners (count 1, 2, 3), change position of feet and hands to 
the left, and shake left forefingers at partners (count 1, 2, 3). 

Measure 15 — All place hands on own hips, a complete circle is made, jumping 
a half circle twice — the boy turns toward the right, the girl to the left — 
count 1, 2). 

Measure 16 — All stamp, right, left, right. 



REPEAT AS DESIRED. 



182 



PHYSICAL EDUCATION COMPLETE 




TANTOLI. 





















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Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



183 



TANTOLI. 

Formation. 

Children form two lines, girls on boys' right, inside hands joined, free 
hands on hips. All face the line of direction and dance around the room. 

Movements. 

Measures 1-8 — Each beginning with the outside foot (left for boy and right 
for the girl), heels placed forward, touching- the floor and toes raised, 
body bent backward (count 1), change so that toes of inside feet touch 
floor at the rear, body bent forward (count 2). 

Measure 2 — Each beginning with the outside foot, take three light running 
steps forward (count 1, 2, 3), and — hold on fourth count. Repeat each 
beginning with the inside feet. 
Repeat same movements through measures 1-8. 

Measures 9-12- Partners face, place hands on opposite hips and hop waltz. 
(Boy hops twice on the right foot, left raised sideward with knee 
straight, then change to the opposite foot. Girl begins by hopping on the 
left foot first. Count 1, 2, 1, 2, etc.) 

Measures 13-15 — Repeat the hop waltz, all turning toward boys' right. Make 
a complete circle in turning. (Count 1, 2, 1, 2, etc.) 

Measure 16- — All stamp three times, right, left, right. 

REPEAT AS DESIRED. 



184. 



PHYSICAL EDUCATION COMPLETE 



ALPINE SNOW-FLAKE DANCE. 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



185 



ALPINE SNOW-FLAKE DANCE. 

Formation. 

Two double circles. Boys form inside and girls outside lines of each 
circle. Boys ''about face" Avhen a chord is played so that partners move in 
opposite directions. Bodies held erect, both arms stretched full length above 
heads. Fingers move constantly to represent falling snow-flakes. 

Movements. 

Measures 1-8 — Each circle, with eight light running steps, moves forward in 
the direction facing. 

All "about face" and with eight light running steps, return to place. 

Measures 9-16 — Partners place right arms side by side (arms still extended 
above heads) and turn in place with eight light running steps. Reverse, 
left arms now side by side, and return to place with eight light running 
steps. 

Measures 17-20 — Partners make quick change to sl^aters' position, each begin- 
ning with the right foot, dance two schottische steps forward. 

Measures 21-21 — Partners join both hands and "whirl" to eight counts. (Feet 
should be kept close together in this movement, while partners "pull 
away" from each other so that the arms are raised almost to the hori- 
zontal.) 

Repeat measures 17-24. 



REPEAT AS DESIRED. 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 187 



BLEKING. 

(An excellent dance for boys.) 
Formation. 

Children form a single line, girls leading, and witli Lands on Lips skip to 
circle formation. A cLorcl is played wLen tlie boys step inside tlie circle, fac- 
ing partners, tlins forming a donble circle. Join Lands. 

Movements. 

Measure 1 — Jump, rigLt Leel forward, toncLing tLe floor, toe raised, rigLt arm 
forward, LeigLt of sLonlders, elbow straigLt, left arm backward, witL 
elbow bent. Twist tlie body slightly to tLe left. Jump and reverse tLe 
position of tlie feet and arms. Slow time. 

^Measure 2 — Continue tLe same movement, making tlie cLange tLree times, 
riglit. left, riglit. Quick time. 

Measures 3-8 — Repeat tlie above tlirougli tliese measures. 

Measures 9-16 — Partners Look rigLt arms, and take four Lopping steps, cir- 
cling to tlie riglit, reverse. Look left arms, take four Lopping steps back 
to place — and repeat. 

(TLe Hopping Step: Step forward witL tlie rigLt foot (count 1), Lop on 
tLe riglit foot and raise tLe left knee (count 2), step forward witli tlie left 
foot (count 1), Lop on tLe left foot and raise tLe rigLt knee (count 2), etc.) 



REPEAT AS DESIRED. 



188 



PHYSICAL EDUCATION COMPLETE 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



189 



FINNISH REEL. 
Formation. 

Children form a single line, girls leading, and skip to place in single circle 
formation. A chord is played and the girls turn to face partners. 

Movements. 

Measures 1-8 — Both hop on the left foot, touch top of right toe at the right 
side, hop again on the left foot and touch right heel at the right side. 
Change the weight of the body quickly to the right foot, hop on the right 
foot, touch top of left toe at the left side, hop again on the right foot and 
touch left heel at the left side, etc. All in quick time. 

Measures 9-10 — Stamp forward with the right foot, toss the head backward, 
stamp forward with the left foot and place heels together. Stamp back- 
ward with the left foot, stamp backward with the right foot and place 
heels together. 

Measures 11-12 — Partners hook right arm and with seven light running steps, 
each circling to the right, turn in place. (Hold on the eighth count.) 

Measures 13-11 — Repeat stamping of measures 9-10. 

Measures 15-16- — With four light running steps, partners pass each other (on 
the right) to meet new partners. 



REPEAT AS DESIRED. 



190 



PHYSICAL EDUCATION COMPLETE 




NORWEGIAN MOUNTAIN MARCH. 



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Copyright, 1915, by Lavinia H. Katill. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



191 




NORWEGIAN MOUNTAIN MARCH. 

Formation. 

Triangle. The leader is number 1, the dancer on the left of the leader is 
number 2 and the one on the right is number 3. The leader holds a handker- 
chief, or ribbon, in each hand, those following grasp the ends with outside 
hands, inside hands joined. Dance in large circle formation. 

Movements. 

Measures 1-8 — All begin by dancing toward the center of the circle. The left 
foot glides forward one step (count 1), the right is placed close to the 
left (count 2), and the left is again advanced (count 3). All now bend 
toward the right, or away from the center and the above steps are repeat- 
ed. Same again to the left, etc. 

Measures 9-12 — The leader, keeping the same time, takes the same steps as 
she dances backward under the raised arms of dancers 2 and 3. Dancer 
number 2 passes under well-raised arms of 1 and 3, when the third dancer 
pivots under her own left arm. Number 1 now turns around to her origi- 
nal position. (TWO FULL MEASURES for each dancer are required for 
the turning.) 

All repeat turning. 

REPEAT AS DESIRED. 



192 



PHYSICAL EDUCATION COMPLETE 




SWEDISH CLAP DANCE. 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



193 



SWEDISH CLAP DANCE. 
Formation. 

Children form two lines, girls on boys' right, inside hands joined, free 
hands on hips. Dance aronnd the room in line formation. 

Movements. 

Measnres 1-8 — Beginnng with the ontside foot, partners run forward with 
three light running steps, and on the fourth count extend the foot to the 
''kick" step. Begin the next three running steps with the inside foot, etc. 
Repeat measures 1-8 Heel and toe polka. (Place heel forward, touching 
the floor, and at the same time bend the body backw^ard. Place right toe 
at the rear and bend the body forAvard. Take three light running steps 
forward, beginning with the outside foot. Repeat, beginning with the 
inside foot, etc.) 

Measures 9-12 — BOYS bow to partners (bend at hips), up and clap own hands 
three times (count 1, 2- — 1, 2, 3). GIRLS courtsey to partners (place 
right toe close to left heel, bend both knees, at the same time hold right 
elbow in the left hand and place the right forefinger on the chin), 
(count 1), up (count 2), and clap own hands (count 1, 2, 3). 

All repeat same. 

Measures 13-14 — Partners clap right hands, clap own hands, partners clap 
left hands, clap own hands. 

Measure 15 — Partners clap left hands and circle in place. 

Measure 16 — All stamp three times, right, left, right. 



REPEAT AS DESIRED. 



194 



PHYSICAL EDUCATION COMPLETE 



KOMARNO. 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



195 



KOMARNO. 

Formation. 

Children form a single line, boy leading, and skip to single circle forma- 
tion. A chord is played when the boys turn to face partners. Each dancer 
places the left hand, palm out, at the back of his or her own waist, right hands 
joined. (The girl should face the line of direction.) 

Movements. 

Measures 1-8 — Both begin with the left foot and take eight "two-steps." the 
boy dancing diagonally backward, away from the center of the circle and 
the girl diagonally forward toward the center of the circle. 
Repeat, beginning with the right, alternating throughout these measures, 
thus producing a zig-zag effect. 
Repeat measures 1-8, sixteen "two-steps" in all. 

Measure 9 — Hands in the same position, the dancers hop on the right foot, 
touch the left heel forward, left toe off the floor. 

Measure 10^ — Hop and reverse position of the feet. 

Measures 11-12 — repeat the steps of measures 9 and 10 in quick! time. 

Measures 13-18 — AVith the left hands still back of own waists, partners link 
right arms, take twelve running steps (two to each measure), circling in 
place. 

Repeat measures 13-18, link left arms and with twelve running steps 
return to place. 

REPEAT AS DESIRED. 



196 



PHYSICAL EDUCATION COMPLETE 




Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



197 



HIGHLAND SCOTTISCHE. 



Formation. 

Children form a single line, girl leading, and skip to circle formation. A 
chord is played Avhen the girls tnrn to face partners and all raise left arms 
to half circle overhead. Free hands on hips. 



Movements. 

Measures 1-4: — Hop on the left foot and at the same time touch the floor with 
the right toe at right side of body. Hop again on the left foot and raise the 
right foot back of the left knee. (Measure 1.) 

Take four glide steps to the right. (^Measure 2.) Repeat the step, start- 
ing to the left, with the right arms raised. (Measure 3.) Repeat the 
glide steps to the left. (Measure 4.) 

Measures 5-8 — Partners hook right arms, free hands on hips. All starting 
with the left foot, take three light running steps, hop and extend the 
right foot on the fourth count. Repeat, beginning with the right foot, 
hop and extend the left. Repeat twice. 

Repeat measures 5-8, reverse, hook left arms, repeat three times and on 
the last measure partners pass each other on the right, running forward 
to meet new partners. 

REPEAT AS DESIRED. 



198 



PHYSICAL EDUCATION COMPLETE 



THE CRESTED HEN. 





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Copyright, 1915, by Lavinia H. Kaull. 
(Description and arrangement.) 



FOR SCHOOLS AND PLAYGROUNDS 



199 



THE CRESTED HEN. 

(An excellent dance for boys.) 
Formation. 

Groups of three, one boy, who is the leader, and two girls, the leader being 
number 1, the girl on the left of the boy number 2 and the one on his right, 
number 3. The dancers in each group join hands and face the center. (The 
step used all through the dance is the "Step-hop" — step forward with the left 
foot to the count 1, hop on the left and at the same time extend the right foot 
well to the rear, knee kept straight, count 2. Same to the right. 

Movements. 

Measures 1-8 — All begin with the left foot, face tOAvarcl the left and with eight 
"step-hops" dance around in a circle. 

Repeat measures 1-8, all beginning with the right foot, dance back to 
place. 

Measures 9-10 — The girls, or numbers 2 and 3, release hands, free hands placed 
on own hips, and all continuing the step, dance as follows : The girl on 
the right of the boy, or number 3, dances through the arch formed by the 
raised, joined hands of the boy and other girl, or numbers 1 and 2. 

Measures 11-12 — The boy, or number 1, follows her through the same arch. 

Measures 13-14 — The girl on the left of the boy, or number 2, dances through 
the arch formed by the other two dancers. 

Measures 15-16 — The boy, or number 1, follows as before. 

Measures 9-16 — Repeated. 



REPEAT AS DESIRED. 



200 



PHYSICAL EDUCATION COMPLETE 



BOUNDING HEART. 
(Sjalaskuttan.) 









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From "Folk Dances and Games," by Caroline Crawford. (By permission.) 



FOR SCHOOLS AND PLAYGROUNDS 



201 




BOUNDING HEART. 

(Sjalaskuttan.) 
Formation. 



Children form in two lines, partners facing, hands on hips. Partners 
dance aronnd the room, retaining the double line formation. 

(The step nsed throughout the dance is the ]Mazourka and is as follows: 
Slide with the right foot, hop on the left, displacing the right foot at the same 
time the right is extended, then bend the right knee. Same to the left.) 

Movements. 

Measures 1-3 — The boy begins with the left, the girl the right foot, take three 
Mazourka steps (one measure each). 

Measure 4 — On the last hop of measure 3, a half turn is made so that partners 
are now in the position of back to back. (The boy places his left foot on 
the floor first and the girl her right as the turn is made.) Both stamp 
vigorously on these two counts. 

Measures 5-7 — Repeat the Mazourka, the boy beginning with the right and 
the girl the left foot. 

Measure 8 — On the last hop of measure 7, a half turn is made so that partners 
now face each other. Stamp twice as in measure 4. 

jMeasure 9 — One ]\Iazourka step. 

Measure 10 — Half turn is made so partners are back to back. 
Measure 11 — One Mazourka step. 

Measure 12 — Half turn is made so partners are face to face. 
Measures 13-16 — Four Mazourka steps. 

Measure 17 — Each dancer makes a complete turn, finishing the dance in the 
original starting position. 

REPEAT AS DESIRED. 

(Description by Lavinia H. Kaull) 



FOR SCHOOLS AND PLAYGROUNDS 



203 



CHAPTER VII 



Story Telling and Story Lists for Elementary Schools 



STORY TELLING. 

The art and power of successful story telling is not given to everyone. 
The talent, for such it is, is possessed naturally by some, while others develop 
a certain marked ability to tell children's stories in a most interesting man- 
ner. The teacher who possesses this ability, whether it be natural or ac- 
quired, finds to her great delight that she has a means within her grasp of 
creating a firm and happy relationship between herself and pupils, and with 
a fund of jolly, happy stories at her command she is able to begin the early 
training for fixed attention in children. 

The mission of the story is three-fold : 

1. It develops for the child a free power of expression when he is per- 
mitted to repeat the story by himself. 

2. With the aid of chalk and crayola for drawing and scissors for 
making original illustrations of the story by cutting silhouette pictures, the 
child's imagination is developed. 

3. By allowing children to play the story Ave give them a joy and happi- 
ness that is unequalled by any other school life pleasure. 

THE SELECTION AND ESSENTIAL CHARACTERISTICS OF THE 

STORY. 

By the wise selection of stories, many indifferent, "wooden," childish 
natures have been charged with enthusiasm and expression, and have been 
permanently drawn from the commonplace, dry and sordid shells that have 
hitherto surrounded their little natures. 

1. The selection of the story requires careful thought, good taste and an 
abundance of tact, which has been well defined as "knowing w^hen, where 
and how to touch another nature." 

2. It must command the attention and arouse the interest and curiosity 
of one's audience from the very beginning. 

3. It must be full of life and must deal with the ACTIONS of real or 
imaginary beings. 

4. The story must have a point and the story-teller must never fail to 
make that point clear. 

5. The climax of the story must not be reached by a sudden leap or 
bound. It should be approached gradually, step by step, and the descent 
made just as gracefully. 

6. If the story is selected for the purpose of teaching a lesson, the teller 
must use care to make that lesson clear, though it should never be made so 
evident as to approach the sermon. (Children have no reverence for the 



204 



PHYSICAL EDUCATION COMPLETE 



moralist. They do not dislike a story with a moral to it, but they do object 
decidedly to having that moral emphasized. 

7. Every story should appeal to the child's imagination, but there 
should always be something left for that imagination to work out for itself. 
Leave some of the details to the imagination of the children, that they may 
have the opportunity to give free play to that power, and note the pleasure 
they derive from it. 

8. Do not attempt to analyze the lesson or point of the story. The 
child's ability to discover this for himself is the crucial test of your ability 
as a story teller. 

9. Isabel Lawrence says: "Test the literature selected, and if ninety- 
five per cent of the sentences can be acted out or represented by striking 
pictures, it is safe. Sentences which explain and comment are a dreary 
waste. ' ' 

PRESENTATION OF THE STORY. 

1. Know the story "by heart." NEVER READ IT! A book always 
comes between the children and the reader and is a sure means of detracting 
from the interest of any story. Have your eyes free that you may look 
squarely into the eyes of your little listeners, and your hands free that you 
may use them to express force and enthusiasm when telling the story. 

2. You must thoroughly appreciate, feel and enjoy the story to make 
it a success. 

3. Choose language that is simple and then tell the story with direct- 
ness and enthusiasm. Be perfectly free and easy in your manner before an 
audience, avoiding always affectation of any kind, posing or an overly- 
dramatic attitude. Do nothing to make yourself appear awkward or foolish. 
Never let enthusiasm for the story or the children drift into the excitable 
style, 

4. Refrain from drawing a story out to a great length. Rather make it 
short and to the point, leaving your audience filled with a desire to hear 
more. 

5. Learn to listen to your own voice as you speak, never allowing your- 
self to use loud or shrill tones. The ordinary speaking voice is all that is 
necessary, but it should be full of life. Nothing defeats the success of a 
story so much as a " dead, hollow voice. " 

6. If you are troubled with embarrassment before your audience, train 
yourself to hide that affliction. Make yourself enter into the story with zest 
and sincere feeling. Be a child with the children. 

7. Choose always direct discourse. Do not say, for instance, "The wolf 
said he would huff and puff and blow the little pig's house in," but quote 
the wolf's own words, as "And the wolf said 'I'll huff and I'll puff and I'll 
blow your house in.' " 

8. Tell the same story as often as the children express a desire to hear 
it, and, no matter how often that is, do not allow your interest and enthusiasm 
in the story to drag. 



; 



FOR SCHOOLS AND PLAYGROUNDS 



205 



BIBLIOGRAPHY FOR TEACHERS OF ELEMENTARY SCHOOLS. 

Childhood of the World E. Clodd 

Childhood of the Religions E. Clodd 

Myths and Mythmakers Fiske 

Chips from a German Workshop, Vol. H Max Mueller 

Introduction to "Popular Tales of the Norse" Dasent 

Origin of Art Hirn 

Stories and Story Telling St. John 

FIRST GRADE. 

How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 

Raggylug Why the Evergreen Trees Keep Their 

Why the Morning Glory Climbs Leaves in Winter 

Stories to Tell to Children (Houghton Mifflin Co.) Bryant 

Little Half Chick Little Jack RoUaround 

The Little Red Hen The Gingerbread Man 

The Three Bears 

Mother Stories (Milton-Bradley Co.) Maud Lindsay 

The Wind's Work 'ihe Little Traveler 

Mrs. Tabby Gray The Journey 

Fleet Wing and Sw^eet Voice Dust Under the Rug 

The Little Gray Pony The Story of Gretchen (Xmas) 

More Mother Stories (Milton-Bradley Co.) Maud Lindsay 

Wishing Wishes The White Dove 

The Turkey's Nest 

"Tell It Again" Stories (Ginn & Co.) Dillingham and Emerson 

The Story of the Four Pigs A Christmas Legend 

Gretchen and the Magic Fiddle A Kitten That Wanted to Be a Christ- 

A Hallowe'en Story mas Present 

Santa Claus Helpers Elaine's Valentine 

The Child's World (Milton-Bradley Co.) Poulsson 

The Lost Chicken The Thrifty Squirrels 

The Story of Speckle How Patty Gave Thanks 

The First Book of Stories for the Story Teller (Houghton Mifflin Co.) Coe 

Jack and the Beanstalk The Fox and the Grapes 

Cinderella The Lion and the Mouse 

Little Red Riding Hood The Dog and His Image 

Jack, the Giant Killer The Crow and the Pitcher 

Hop o' My Thumb The Boy and the Wolf 

In Story Land (Sigma Co.) Harrison 

The Discontented Mill Window How Cedric Became a Knight 

Hans and the Four Giants A Line of Golden Light 

The Story Hour (Houghton Mifflin Co.) Wiggins 

Little General Washington The Oriole's Nest 

Great General Washington The Story of Aqua 

English Fairy Tales (Putnam Sons) Jacobs 

The Story of the Three Little Pigs The Old Woman and Her Pig 

The Three Bears 

Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 

The Shoemaker and Elves Snow White and Rose Red 

The Cat and the Mouse Three Brothers 

The Star Dollars The Wolf and the Seven Little Kids 

Thumbling 



206 



PHYSICAL EDUCATION COMPLETE 



Half a Hundred Stories (Milton-Bradley Co.). 

A Thanksgiving- at Hollywood Grandmother's Thanksgiving 
Just So Stories (Doubleday, Page & Co.) Kipling 

How the Rhinoceros Got His Skin Elephant Child 
Red Letter Days (The Morse Co.) Hall & Lennox 

Flag Day btory of the Easter Lily 

Fourth of July 

True Fairy Tales (American Book Co.) Bakewell 

The Swan's Song j-iow the Storks Came and Went 

The Dumpy Books for Children (Grant & Richards, London). 

Little Black Sambo Little Yellow Wang Lo 

The Pink Knight 

Morning Talks (Ginn & Co.) Wiltse 

The Three Bears 

Mother Goose's Melodies (Houghton Mifflin Co.) Wheeler 

Boston Collection of Kindergarten Stories Hammett 

The Lame Squirrel's Thanksgiving (Milton-Bradley Co.) C. S. Bailey 

Popular Tales from the Norse (Routledge & Sons, London) (E. P. Dutton & 

Co., N. Y.) Dasent 

The Three Billy Goats Gruff 

In the Animal World (Silver, Burdett Co.) Serl 

Tale of Peter Rabbit (Warne)... Potter 

The Story of Little Black Sambo (Stokes) Alexander 

The Eugene Field Book (Scribner) Eugene Field 

The Sugar Plum Tree 

The Story Teller's Book O'Grady and Throop 

Chicken Licken Ihe Street Musicians 

Johnny and the Three Goats The Discontented Tree 

Titty Mouse and Tatty Mouse The Night Before Christmas 

A Kindergarten Story Book (Milton-Bradley Co.) Hoxie 

Billy Bobtail The Wee, Wee Woman 

SECOND GRADE. 

How to Tell Stories to Children (Houghton Mifflin Co.)...., Bryant 

The Golden Cobweb The Fire Bringer 

The Cat and the Parrot Little Tavwots 

The Star Dollars Pied Piper of Hamlin Town 
Stories to Tell to Children (Houghton Mifflin Co.) Bryant 

The Larks in the Cornfield The Country Mouse and the City Mouse 

The Little Jackal and the Alligator The Frog King 

The Jackals and the Lion The Boy Who Cried "Wolf" 

Adventures of the Field Mouse The Blackberry Bush 
Fifty Famous Stories Retold (American Book Co.) Baldwin 

Androclus and the Lion Sir Phillip Sidney 
English Fairy Tales (Putnam Sons) Jacobs 

Tom Thumb Beauty and the Beast 

Jack, the Giant Killer Sleeping Beauty 

Jack and the Beanstalk Puss-in-Boots 

Little Red Riding Hood Babes-in-the-Woods 

Cinderella 

Mother Stories (Milton-Bradley Co.) Maud Lindsay 

The Search for a Good Child The Closing Door 

The Little Girl With the Light 



FOR SCHOOLS AND PLAYGROUNDS 



207 



Fables and Folk Stories (Houghton Mifflin Co.) Scudcler 

The Traveling- Musicians Little One Eye, Two Eyes and Three 

Diamonds and Toads Eyes 

Fables from Afar (Newson Co.) .Bryce 

The Travellers and the Bear The Old Woman and the Crowbar 

The Parrot The Elves and the Envious Man 

The Raven 

That's Why Stories (Newson Co.) Bryce 

The Elf's Flower Why the Cat Washes After Eating 

The Four Leaf Clover Why the Turtles Stay Near the Water 

The Golden Rod 

Mischief's Thanksgiving and Other Stories (Little, Brown & Co.) Coolidge 

How the Umbrella Ran Away With Little Roger's Night in the Church 
Ellie 

Thumbelina (Crowell) (Houghton Mifflin Co.) Hans Christian Anderson 

The Story of the Two Cakes That Loved Five Peas in a Pod 

Each Other Little Tiny 

The Lark and the Daisy 

Just So Stories (Doubleday, Page & Co.) Kipling 

How the Camel Got His Hump The Cat That Walked by Himself 

Nature Myths (A. Flanagan & Co.) Cook 

How the Robin's Breast Became Red An Indian Story of the Mole 
How the Chipmunk Got His Stripes Golden Rod and Aster 

Among the Farm Yard People (E. P. Dutton & Co.) Pierson 

The Story That the Swallow Didn't Tell The Wonderful Shiny Egg 
The Lamb With the Longest Tail The Bay Colt Learns to Mind 

Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 

The Four Musicians 

The Story of a Cat Aldrich 

The Brownies, Their Book (The Century Pub. Co.) Cox 

Fairy Book (Putnam) Cruikshank 

Old Wonder Stories (D. C. Heath & Co.) O'Shea 

Careless Jane (E. P. Dutton & Co) Pyle 

The Children's Book (Houghton Mifflin Co.) Scudder 

Eskimo Stories (Rand, McNally Co.) Smith 

Children's Garden of Verse (Rand, McNally Co.) Stevenson 

Why the Chimes Rang (Bobbs-Merrill Co.) Alden 

More Mother Stories (Milton-Bradley Co.) Lindsay 

The White Dove 

THIRD GRADE. 

Stories to Tell to Children (Houghton Mifflin Co.) Bryant 

Who Killed the Otter's Babies The Burning of the Rice Fields 

The Rat Princess The Jackal and the Camel 

Little Daylight The Tailor and the Three Beasts 

The Talkative Tortoise 

The Apple Tree Mother (Brooks' Third Reader) Anderson 

The Bird's Education " " " Miller 

The Diamond Dipper " " " Old Legend 

A Sun Flower Story " " " Greek Myth 

The Necklace of Truth " " " Old Fairy Tale 

Saint Valentine " " " Old Fairy Tale 



208 



PHYSICAL EDUCATION COMPLETE 



William's Choice Literature Book Two (American Book Co.). 

The Silver Shilling- The Hardy Tin Soldier 

Snow-white and Rose-red The Nightingale 

Beauty and the Beast 
Nature Myths (Houghton Mifflin Co.) Holbrook 

Why the Peacock's Tail Has a Hundred Why the Fox Has a White Tip 
Eyes The Stories of the First Moles 

Why the Bear Has a Short Tail The Lantern and the Fan 
Fables and Folk Stories (Houghton Mifflin Co.) Scudder 

The Four Bulls and the Lion The Dog in the Manger 

The Stag at the Stake The Goose and the Golden Eggs 

The Wolf and the Lamb The Fox That Lost His Tail 

The Wolves and the Sheep 
Fifty Famous Stories Retold (American Book Co.) Baldwin 

Romulus and Remus Sir W^alter Raleigh 

Androclus and the Lion Bruce and the Spider 

Grace Darling 

True Bird Stories (Houghton Mifflin Co.) Miller 

How the Crow Baby Was Punished How the Dog' Interfered 

Doctor Dot My First Bird 
In Story Land (Sigma Co.) Harrison 

The Story of Decoration Day Christopher Columbus 
English Fairy Tales (Putnam Sons) Jacobs 

Jack and the Golden Snuff Box Mr. Vinegar 

Cap o' Rushes 

Prose and Verse for Children (American Book Co.) Pyle 

How the Little Kite Learned to Fly 
Stories for Children (American Book Co.) Lane 

The Goose That Laid the Golden Egg- 
Stories from Art, Literature, Vols. II and III (Arnold Metzner Co.) 
A Second Fairy Reader (American Book Co.) Baldwin 

Another Fairy Reader 

King of the Golden River (Crowell) Ruskin 

Selections from Alice in Wonderland (Rand, McNally Co.) Carroll 

The Story of Hiawatha (Educational Pub. Co.) Norris 

Chinese Fairy Tales (Crowell) Pitman 

Japanese Fairy Tales (Rand, McNally Co.) Williston 

Myths of the Red Children (Ginn & Co.) Wilson 

Crib and Fly (D. C. Heath & Co.) Dole 

Wild Animals I Have Known (Scribner) Thompson 

The Story of Tito 

Fairy Tales from Far Japan (Revell) Ballard 

Just So Stories (Doubleday, Page Co.) Kipling 

Fairy Tales from Afar (Wessels) Grundtvig 

Fulfilled, a Legend of Christmas 
Rab and His Friends (Rand, McNally Co.) Brown 

The Story of Wiley 

"Tell It Again" Stories (Ginn & Co.) Dillingham and Emerson 

Peter and Polly (American Book Co.) Lucia 

Legends of the Springtime (Educational Pub. Co.) Hoyt 

Mewanee, the Little Indian Boy (Ginn & Co.) Wiley 

Through the Looking Glass (Macmillan Co.) Carroll 

Adventures of a Brownie (Harper Co.) ^ Craik 

Household Stories (Macmillan Co.) Grimm 



FOR SCHOOLS AND PLAYGROUNDS 



209 



Cat Stories (Little, Brown & Co.) Jackson 

Nonsense Songs (Warne) Lear 

Pinochio (Ginn & Co.) Lorenzini 

Children of the Arctic (Stokes) Peary 

Fairy Gold (E. P. Dutton & Co.) Rhys 

Gulliver's Travels Retold (American Book Co.) Baldwin 

Posey Ring- (McClure) Wiggins 

The Fir Tree. Williams' Choice Literature. Book L 

A Child's Story Garden (Scott & Miller) Heber 

A Christmas Story The Song of the Pine Tree 

The First Christmas The Anxious Leaf 

Knight and Barbara (D. Appleton & Co.) Jordan 

The Boy That Whacked the Witched Why the Parrot Was So Strong 
Toadstools 

Robinson Crusoe for Children (American Book Co.) Baldwin 

Why the Chimes Rang (Bobbs-]\Ierrill Co.) Alden 

FOURTH GRADE. 

American Book of Golden Deeds (American Book Co.) Baldwin 

Are You There, My Lad? Hero of Valley Forge 

The Bootblack from Ann Street A Quick-Witted Mountain Girl 

A Modest Lad Partners 

The Race W^ith the Flood 

Fifty Famous Stories Retold (American Book Co.) Baldwin 

The Brave Three Hundred Dick W^hittington and His Cat 

Grace Darling Stor}^ of William Tell 

King Alfred and the Beggar King Alfred and the Cakes 

The Cat's Christmas (Brooks' Fourth Reader) Coolidge 

The Five Peas " " " Anderson 

How Cedric Became a Knight " " " Harrison 

The Story of Narcissus " " " Greek Myth 

The Golden Touch " " " Hawthorne 

When the King Came (Houghton Mifflin Co.) Hodges 

The Good Samaritan The Rich Man and the Beggar 

Old Stories of the East (American Book Co.) Baldwin 

The Great Chief The Sling 

The Master of the Land of the Nile 

Ethics for Children (Houghton Alifflin Co.) Cabot 

The Two Travelers The Sympathy of Abraham Lincoln 

The Choice of Hercules A Soldier's Pardon 

Grenfell 

How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 

Fulfilled, Christmas Legend The Little Hero of Harlam 

Why the Sea Is Salt 

Uncle Remus — His Songs and His Saj^ings (Appleton's) Harris 

Mr. Rabbit Grossly Deceives Mr. Fox Old Mr. Rabbit, He's a Good Fisherman 
Mr. Fox Is Again Victimized Mr. Rabbit Finds His Match at Last 

Mr. Fox Goes A-Hunting, But ]\Ir. Rab- The Wonderful Tar Baby 
bit Bags the Game 

Anderson's Fairy Tales (Ginn & Co.) Stickney 

The Ugly Duckling The Little Fir Tree 

The Little Match Girl 

Kristy's Rainy Day Picnics (Houghton Mifflin Co.) Miller 

Christmas in a Baggage Car Lottie's Christmas Tree 



210 PHYSICAL EDUCATION COMPLETE 

The Animal Story Book (Longmans, Green & Co.) Lang 

A Rat Tale The War Horse of Alexander 
Cat Stories — Retold From St. Nicholas (The Century Co.) 

Cat Nancy's Folk How Cats Came to Purr 
Chinese Fables and Folk Stories (American Book Co.) Davis and Chow Leung 

The Proud Fox and the Crab The Melon and the Professor 

The Children and the Dog " The Mule and the Lion 

Selected Stories from Old Mother West Wind (Little, Brown & Co.) Burgess 

Pinochio in Africa (Ginn & Co.) Lorenzini 

The Wizard of Oz (Bobbs-Merrill Co.) Baum 

Nature Myths of Many Lands (American Book Co.) Farmer 

Fairy Stories Retold from St. Nicholas (The Century Co.) 

Fantastic Tales Stockton 

Old Pipes and the Dryads 
Arabian Nights (Scribner) Wiggin & Smith 

Alladin and His Wonderful Lamp 
Eyes and No Eyes Andrews 

The Three Giants 

The Basket Woman (Houghton Mifflin Co.) Austin 

The Fire Bringer 

Grandfather's Stories (American Book Co.) Johonnot 

Spot and Her Friends The Boy Who Took a Boarder 

Daddy Jake, the Runaway (The Century Co.) Harris 

Celtic Fairy Tales (Putnam) Jacobs 

Light Princess and Other Fairy Tales (Putnam) Macdonald 

Toby Tyler (Harper Co.) Otis 

Moni, the Goat Boy (Ginn & Co.) Spyri 

The Blue Fairy Book (Longmans, Green & Co.) Lang 

Old Time Stories Retold Smythe 

Jason and the Harpies 
Lives and Stories Worth Remembering Kupfer 

Miracles of St. Francis 
Fairy Stories and Fables (American Book Co.) Baldwin 

The Milkmaid and Her Pail 
Old Greek Stories (American Book Co.) Baldwin 

The Wonderful Weaver 

Toto's Happy Winter (Little, Brown & Co.) Richards 

True Story of Christopher Columbus (Lothrop) Brooks 

The Wonder Clock (Harper) Pyle 

Stories of the Olden Times :.. Johonnot 

Thor's Visit to Jotunheim 
Prose and Verse for Children (American Book Co.) Pyle 

The Land Where the Lazy Bird Flaps 
Told to the Children Series (E. P. Dutton & Co.) Defoe 

Robinson Crusoe 

Robinson Crusoe (Russell) Defoe 

Tales of the Red Children (Appleton) Brown & Bell 

Ethics for Children (Houghton Mifflin Co.) Cabot 

The Blue Bird for Children (Silver, Burdett Co.) Maeterlinck 

FIFTH AND SIXTH GRADES. 

Anderson's Fairy Tales (Crowell) Anderson 

Alladin and Other Stories (Longmans, Green & Co.) Lang 

Adventures of a Brownie (Crowell) Craik 



FOR SCHOOLS AND PLAYGROUNDS 211 

A Wonder Book (Houghton Mifflin Co.) Hawthorne 

Arabian Nights (Ginn & Co.) Hale 

American Book of Golden Deeds (American Book Co.) Baldwin 

American Hero Stories (Houghton Mifflin Co.) Tappan 

Among the Pond People (E. P. Dutton Co.) Pierson 

Among the Meadow People " " " " Pierson 

Among the Farmyard People " " " " Pierson 

Among the Forest People " Pierson 

Among the Night People " " " " Pierson 

Book of Fairy Tales (Dodd, Mead Co.) Gould 

Celtic Fairy Tales (Putnam) Jacobs 

Colonial Stories Retold from St. Nicholas (Century Co.) 

English Fairy Tales (Putnam) Jacobs 

Editha's Burglar (Estes) Burnett 

Fairy Tales Every Child Should Know (Doubleday, Page & Co.) Mabie 

Five Little Peppers and How They Grew (Lothrop) Sidney 

Father Junipero and the Mission Indians (Little, Brown & Co.) Jackson 

Farmer Brown and the Birds (L. C. Page Cosy Corner Series) Fox 

Grimm's Fairy Tales (Young) Grimm, L. J. and W. K. 

Greek Heroes (Ginn & Co.) Kingsley 

Heidi (Crowell) Spyri 

Hiawatha (Houghton Mifflin Co.) Longfellow 

In the Days of the Giants (Houghton Mifflin Co.) Brown 

Juan and Juanita (Houghton Mifflin Co.) Baylor 

Japanese Folk and Fairy Tales (American Book Co.) Roulet 

Jack the Fire Dog (Little, Brown & Co.) Wesselhoeft 

Kim (Doubleday, Page & Co.) Kipling 

Mr. Rabbit at Home (Houghton Mifflin Co.) Harris 

Nights with Uncle Remus (Houghton Mifflin Co.) Harris 

Old Stories of the East (American Book Co.) Baldwin 

Out-Door Land (Harper) Chambers 

Orchard-Land (Harper) Chambers 

Queen Zixi of Ix, or The Story of the Magic Cloak (Century) Bauni 

Rebecca of Sunnybrook Farm (Houghton Mifflin Co.) Wiggins 

Robinson Crusoe (Russell) Defoe 

Red Cap Tales (Macmillan) Crockett 

Rab and His Friends (L. C. Page, The Golden Rod Library) Browm 

St. Nicholas Christmas Book (Century) 

Smoky Days — Indian Stories Retold (Little, Brown & Co.) Eastman 

Southern Stories Retold from St. Nicholas (Century Co.) 

Stories of Brave Dogs, Retold from St. Nicholas (Longmans, Green & Co.).... Lang 

Story-Telling — What to Tell and How to Tell It (McClurg & Co.) Lyman 

Told by Uncle Remus (McClure) Harris 

The Tar Baby and Other Rhymes of Uncle Remus (Appleton) Harris 

The Book of Folk Stories (Houghton Mifflin Co.) Scudder 

The Little Lame Prince (L. C. Page Cosy Corner Series) Craik 

The Light Princess and Other Fairy Tales (Putnam) MacDonald 

The King of the Golden River (Crowell) Ruskin 

The Story of Roland (Houghton Mifflin Co.) Baldwin 

The Children's Book (Houghton Mifflin Co.) Scudder 

The Story of a Short Life (Rand McNally & Co.) Ewing 

The Bird's Christmas Carol (Houghton Mifflin Co.) Wiggins 

The Ruggles's Christmas Dinner 
Toby Tyler, or Ten Weeks with a Circus (Harper) Otis 



212 



PHYSICAL EDUCATION COMPLETE 



The Wid ow O'Collaghan's Boys (McClurg" & Co.) Zollinger 

The Deer Slayer (University Standard Lit. Series) Cooper 

The Pilot " " " " Cooper 

The Spy " " " " Cooper 

True Bear Stories (Rand, McNally & Co.) Miller 

The Wonder Book of Horses (Century) Baldwin 

The Book of Saints and Friendly Beasts (Houghton Mifflin Co.) Brown 

The Reform of Shann (Little, Brown & Co.) French 

The Biography of a Grizzly (Century) Thompson 

The Posy Ring (McClure) \A'iggins and Smith 

The Man Without a Country (Estes) Hale 

Treasure Island (Rand, McNally & Co.) Stevenson, R. L. 

Tales from Shakespeare (Houghton Mifflin & Co.) Lamb, C and M 

The Animal Book (Longmans, Green & Co.) Lang 

The Blue Bird for Children (Silver, Burdett Co.) , Maeterlinck 

Uncle Remus and His Friends (Houghton Mifflin & Co.) Harris 

Uncle Remus, His Songs and Sayings (Appleton) Harris 

Wee, Willie Winkie (Caldwell) Kipling 

Wigwam Stories (Ginn & Co.) Judd 

Wings and Stings (Rand, McNally & Co.) Da^ulton 

Wild Animals I Have Known (Scribner) Thompson 

Young Lucretia and Other Stories (Harper) Wilkins 



SEVENTH AND EIGHTH GRADES. 



Animal Hero Stories (Houghton Mifflin Co.) Tappan 

Arabian Nights (Scribner) Wiggins and Smith 

Animal Heroes (Houghton Mifflin Co.) Seton 

Alice's Adventures in Wonderland (Macmillan) Carroll 

A Wonder Book (Houghton Mifflin Co.) * Hawthorne 

A Wonder Book for Boys and Girls (Houghton Mifflin Co.) Hawthorne 

Alcott, Louisa M., Series (Lothrop) Alcott 

A Child's History of England (Estes) Dickens 

A Child's History of England (Houghton Mifflin Co.) Dickens 

A Child's History of England (E. P. Dutton & Co.) Dickens 

Among the Pond People (E. P. Dutton & Co.) Pierson 

Among the Meadow People " " " " " Pierson 

Among the Farmyard People " " " " " Pierson 

Among the Forest People " " " " " Pierson 

Among the Night People " " " " " Pierson 

Alpatok, An Esquimo Dog (L. C. Page Cosy Corner Series) Saunders 

Black Beauty (Crowell) Sewell 

Celtic Fairy Tales (Putnam) ^Jacobs 

Classic Myths (Ginn & Co.) Gayley 

Children of the Tenements (Macmillan) Riis 

Country Pastimes for Boys (Longmans, Green & Co.) Graham 

Captains Courageous (Century) Kipling 

Candle Lightin' Time (Dodd, Mead Co.) Dunbar 

Child Rhymes (Bobbs-Merrill Co.) Riley 

Emmy Lou (McClurg) Martin 

Historic Girls (G. Putnam Co.) Brooks 

Heroes Every Child Should Know (Doubleday, Page & Co.) Mabie 

Hiawatha (Houghton Mifflin Co.) Longfellow 

In Chimney Corners (Doubleday, Page & Co.) MacManus 



FOR SCHOOLS AND PLAYGROUNDS 



213 



In the Days of the Giants (Houghton Mifflin Co.) Brown 

In the Boyhood of Lincoln (Appleton) Butterworth 

Ivanhoe (University Standard Lit. Series) Scott 

Joan of Arc Lowell 

Joan of Arc— Children's Hero Series (E. P. Dutton & Co.) Lang- 
Jean Val Jean (Ginn & Co.) Wiltse 

Kenilworth (University Standard Lit. Series) Scott 

King Arthur and His Court (Ginn & Co.) Green 

Kristy's Queer Christmas (Houghton Mifflin Co.) Miller 

Kellogg's Series for Boys (Lothrop) Kellogg 

Legends of Charlemagne (Crowell — Astor Series) Bulfinch 

Leather Stocking Tales (Houghton Mifflin Co.) Cooper 

Lady Lee and Other Animal Stories (McClurg) Ensign 

More Celtic Fairy Tales (Putnam & Sons) Jacobs 

Nights with Uncle Remus (Houghton Mifflin Co.) Harris 

Old Hendrick's Tales (Longmans, Green & Co.) Vaughn 

Old Mammy's Torment (L. C. Page Cosy Corner Series) Johnston 

Patty Fairfield (Dodd, Mead Co.) Wells 

Princes and Princesses (Longmans, Green & Co.) Lang 

Robinson Crusoe (Russell) Defoe 

Recollections of a Drummer Boy (Houghton ^lifflin Co.) Kieffer 

Red Cap Tales (Macmillan) Crockett 

Squirrels and Other Fur Bearers (Houghton Mifflin Co.) Burroughs 

Snow Shoes and Sledges (Harper) Munroe 

Stories for Boys (Scribner) Davis, R. H. 

Stories of Robin Hood (Crowell) McSpadden 

Stories from Wagner (Crowell) McSpadden 

Six Trees (Harper) Wilkins 

Bret Harte in Christmas Collections (]Moffat-Yard Co.) Schauffer 

Santa Glaus at Simpson's Bar 

Story of Roland (American Book Co.) Baldwin 

Story of Siegfried " " " ..Baldwin 

Story of the Greeks " " Guerber 

Story of the Romans " " " Guerber 

Santa Glaus on a Lark (Century) , Gladden 

Told to the Children Series (E. P. Dutton & Co.) Defoe 

The Snow Image and Other Twice Told Tales (Houghton ]\Iifflin Co.) .... Hawthorne 

The Book of Saints and Friendly Beasts (Houghton ]\Iifflin Co.).. Brown 

The Basket Woman (Houghton Mifflin Co.) ; Austin 

The Talking Beasts — Fables from India (Doubleday. Page & Co.). Wiggins and Smith 
The Bird's Christmas Carol (Houghton Mifflin Co.) - Wiggins 

The Ruggles's Christmas Dinner 

Tales of Laughter (Doubleday, Page & Co.) AA'ig-gins and Smith 

The Happy Prince (Little, Brown & Co.) Wilde 

The Jungle Books (Century Co.) Kipling 

Ben tlur (Harper) Wallace 

The Three Wise Men 

The Tar Baby and Other Rhymes of Uncle Remus (Appleton) Harris 

The Children's Book (Houghton Mifflin Co.) Scudder 

The Little White Bird (Scribner) Barrie 

Through the Looking Glass (]\Iacmillan) Carroll 

The Song of Roland (Houghton Alifflin Co.) Baldwin 

Tom Brown at Rugby (Houghton Mifflin Co.) Hughes 

The Widow O'CoUighan's Boys (McClurg) Zollinger 



214 



PHYSICAL EDUCATION COMPLETE 



The Deer Slayer (Macmillan) Cooper 

The Last of the Mohicans (Macmillan) Cooper 

The Magic Forest (Macmillan) White 

Two Years Before the Mast (Houghton Mifflin Co.) Dana 

The Spy (University Standard Lit. Series) Cooper 

The Flamingo Feather (Harper-Y. P. Series) Munroe 

The Book of Golden Deeds (Lothrop) Yonge 

The Little Duke (Lothrop) Yonge 

The Prince and the Page (Lothrop) Yonge 

The True Story of Abraham Lincoln (Lothrop) Brooks 

The True Story of George Washington (Lothrop) Brooks 

The Boy Lincoln (Appleton) Stoddard 

The Fifteen Decisive Battles of the World (Harper) Creasy 

The Story of the Birds (Appleton) Baskette 

The Spinner Family (McClurg) Patterson 

The Wonder Book of Horses (Century) Baldwin 

The Bird Hospital (Caldwell) Bascom 

The Wit of the Wild (Dodd Mead Co.) Ingersoll 

The Second Jungle Book (Century) Kipling 

The Biography of a Grizzly (Century) Thompson 

The Children's Book of Stars (Macmillan) Milton 

The Insect World (Appleton) Weed 

The Story of Primitive Man (Appleton) Clodd 

The Man Without a Country (Estes) Hale 

Treasure Island (Rand, McNally & Co.) Stevenson, R. L. 

Tales from Shakespeare (Houghton Mifflin & Co.) Lamb, C. and M. 

Uncle Remus and His Friends (Houghton Mifflin Co.) Harris 

Uncle Remus, His Songs and His Sayings (Appleton) Harris 

Up and Down the Brooks (Houghton Mifflin Co.) Bamford 

Wee, Willie Winkie (Caldwell) Kipling 

Wigwam Stories (Ginn & Co.) Judd 

Westward, Ho! (Macmillan) Kingsley 

Ways of the Six Footed (Ginn & Co.) Comstock 

Wild Neighbors (Macmillan) Ingersoll 




THE STORY HOUR— FIRST GRADE 



CHAPTER VIII 



An Elementary Course in First Aid for Grammar Grades 



FIRST AID TO THE INJURED 

No matter where we go or what we do, we are constantly liable to meet with 
accidents, trivial or serious, and a knowledge of First Aid is of such value that 
all should make it a point to accept instruction along this line whenever the 
opportunity offers. 

Very frequently injuries are carelessly handled, a bandage, the cleanliness 
of w^hich is often questionable, applied and the wound left to heal itself, if it 
is so inclined. Fortunately wounds cared for in this way often do heal them- 
selves, and again very serious complications arise because of lack of proper 
and intelligent treatment at the time of the accident, complications which 
often baffle the skill of medical men and result fatally. 

First Aid is intended only to replace the careless and dangerous methods 
of treatment employed by the majority of people. IT IS NOT INTENDED 
TO TAKE THE PLACE OF THE SERVICES OF A PHYSICIAN and should 
never be so considered, but First Aid administered by one schooled in the work 
does give temporary relief and prevents trivial injuries from becoming serious. 

Today we are wisely taught that to neglect a wound, no matter how trifling 
it may seem to us, frequently leads to trouble, whereas if we promptly apply 
First Aid treatment, such dangers are obviated. 

Where the wound is serious, First Aid, intelligently applied, gives tem- 
porary relief to the injured part, relieves the sufferer's mind of fears, lessens 
the dangers of complications, assists medical treatment that follows and hastens 
the flnal recovery. 

GENERAL RULES TO BE OBSERVED IN CASE OF SICKNESS 

OR ACCIDENT. 

1. A COOL, DETERMINED person should take charge until the arrival 
of medical assistance. 

2. Place the patient in as comfortable a position as possible. 

3. Make sufficient examination to learn the nature of the sickness or 
injury, and then — 

4. Telephone, or send for medical assistance. Always give the prefer- 
ence to the family physician if it is possible to do so. Give the physician 
sufficient information concerning the case to permit him to take with him all 
necessary supplies and instruments. Much valuable time may be saved in this 
way. 

5. The curious crowd should be kept away from the patient. It is 
extremely necessary that the patient have plenty of fresh air. If the conditions 
are such that the patient must be where a crowd can gather, instruct those 



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PHYSICAL EDUCATION COMPLETE 



nearest to form a large circle, by grasping hands firmly and pushing back the 
crowd, thus leaving the patient and the few necessary people in the center. 

6. Do not permit any screaming or excitement or, in fact, anything that 
might cause the patient alarm. If friends or relatives persist in acting in such 
a manner, they should be excluded, regardless of feelings. 

7. If it is possible to secure immediately the, services of a physician, the 
First Aid student need do very little beyond making the patient comfortable 
and keeping the crowd away. 

8. In case of hemorrhage, prompt and continued action are necessar}' 
until the arrival of the physician. Control hemorrhage by making a direct 
pressure into the wound with a clean bandage, absorbent cotton or the inside 
of a handkerchief that is fresh from the laundr}^ In the more serious cases of 
hemorrhage, press on the artery between the cut and the heart. The pressure 
point must be found, that is, a point where the artery can be pressed against a 
bone. 

Bacteria. — Bacteria are omnipresent. Our hands, breath and clothing are 
constantly in a state of storage for them and we should exercise the greatest 
care in the handling of open wounds. Bacteria in a wound take what they 
need of the blood for their nourishment and propagation and leave behind the 
chemical changes, or wastes. Germs produce poisons which cause abscesses 
under the skin and enlarge the already present cavity. The presence of bac- 
teria in a wound very often causes fever, derangement of the brain, or delirium, 
weak heart and a general weak and run-down condition, all due to the chemical 
changes produced by germs. The brain centers and heart are mostl}" affected 
and often death follows. 

SOME THINGS TO BE EEMEMBERED 

1. Antiseptics that are not well diluted destroy tissue. 

2. Do not touch the wound with the hands. If you are to take charge of 
the case, cleanse your hands at once by the use of hot water, soap and the 
vigorous use of a nail brush. Particular attention should be given to the 
cleansing of the nails. After this, rinse the hands well in a solution of carbolic 
acid (one teaspoonful to a quart of water). Do not dry the hands on a towel 
or allow them to come in contact with anything except the sterile material to 
be used. 

3. Begin the washing of wounds with a solution of one level teaspoonful 
of salt in a pint of water. 

4. Splash the water onto the injury or use a piece of absorbent cotton, 
allowing the water to run off the cotton into the wound. Do not wash out much. 

5. Do not allow the patient, or anyone else, to touch the wound. 

6. Still, clean air is not dangerous. A Avound exposed in the open air is 
less likely to become infected than one that is exposed in a close and dusty 
room. 

7. Do not use adhesive plaster, antiphlogistine or any greasy substance 
on an open wound. Leave that to the decision of the physician. 



FOR SCHOOLS AND PLAYGROUNDS 



217 



8. Where necessary, clip the hair. 

9. Remove foreign bodies. 

10. Apply sterilized material until the physician arrives. 

11. While a wound is healing it should be kept open and thoroughly 
cleansed. Let it discharge. By so doing much troable may be saved. 

PRECAUTIONS 

1. Care should be taken to put a bandage on firmly and securely, but not 
too tightly." A bandage should never be so tight as to interfere with the circula- 
tion, by cutting off the blood supply. Such a bandage left too long may cause 
mortification and eventuall}^ death of the part. 

2. Leave the tips of the fingers or toes uncovered so they may be seen. 
If they turn blue or the patient complains of cold in the injured part, it is 
almost a sure sign that the blood supply has been interfered with and the 
bandage must be loosened at once. 

3. Put bandages over splints, NEVER UNDER THEM. 

4. Use only dry bandages. Wet ones shrink and stop the circulation. 

5. Bandage the injured part in the position in which it is intended to be 
left. Cliange of position of the part may cause a tightening somewhere that 
would stop the circulation. 

6. Put on plenty of bandage. Do not be afraid of wasting such material. 

7. Always use the figure of eight over a joint. 

8. Begin bandaging from the lower part of the injured member and work 
upward. 

9. Tie knots where they will cause no suffering or inconvenience. 

To Sterilize Needles. — People often have use for a needle with which to 
open pimples, boils or, wounds and whenever such a thing is to be done the 
needle should be first sterilized hy placing the point in an alcohol or gas flame 
or by dipping the point into alcohol or carbolic acid, being careful not to touch 
the point with the fingers before using it. 

Keep Wounds Open.^ — If pus is formed in a wound and a person wishes to 
use adhesive or court plaster to cover it, small holes should be cut in the plas- 
ter before it is applied or thin strips of plaster should be put on in such a way 
that the wound is able to discharge the poison. 

First Aid Outfits for Schools. — 

2 ozs. Aromatic Spirits of Ammonia. Dose — 1 teaspoonful in a glass of water, 
to be used as a stimulant. 

4 ozs. Lysol, POISON. 1 teaspoonful in a quart of water for washing wounds, 
for EXTERNAL USE ONLY. 

1/4 lb. Boracic Acid — For Eye Wash. Make a 2 per cent solution and put a 
few drops in each eye. 

1 50c box of Poslam — For healing all sorts of skin troubles. 

1 oz. Oil of Cloves — POISON. Cleanse cavity Avith small piece of cotton, sat- 
urate a little cotton with Oil of Cloves and apply to the cavity. 



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PHYSICAL EDUCATION COMPLETE 



1 box of Tooth Wax. Cleanse cavity with small piece of cotton and fill cavity 

with wax. 
4 — 1 inch Gauze Bandages. 
6 — 2 inch Gauze Roller Bandages. 
2 — 3 inch Muslin Roller Bandages. 
6 — Triangular Bandages. 
4 — 1 yard packages Picric Acid Gauze. 
2 — pound packages Aborbsent Cotton. 
4 — Yucca Splints. 
1 — Package Safety Pins. 
1 — Cup, paper or enamel. 

1 — Pair Sharp Scissors. ^ • ' 

1 — Pair Tweezers. 

1 — U. S. A. Tourniquet or piece of small Rubber Tubing. (Rubber tubing, 
used as a Tourniquet, should be used either over clothing or a piece of cloth 
placed next to the skin, and then should be loosened very frequently.) 

1 — Box Wooden Tongue Depressers. 

Important. — Have your School First Aid Outfit kept under lock and key, 

never permitting anyone access to the case unless absolutely necessary and 

then only under your personal instruction and direction. 

DIAGRAM FOR MAKING A FIRST AID CUP OF PAPER. 



E 




Figure 1.. Figure 2 — Cup complete. 



Directions for Folding the Paper. 

1. A perfectly square piece of paper should be used. 

2. Fold on the dotted line, No. 1, A-D, so that the points F and E meet. 

3. Fold on. the dotted line, No. 2, C-H, so that the points D and B meet. 



FOR SCHOOLS AND PLAYGROUNDS 



219 



4. Fold on the dotted line, No. 3, B-G, so that points A and C meet. 

5. Fold on the dotted line, No. 4 -B-C, so that the points E and F i'nll on 
the outside, and the cup is complete. 



Bandages are used for the following purposes : 

1. To hold splints in position. 

2. To hold dressings in position. 

3. As slings to support injured parts. 

4. To control bleeding by pressure. 

5. To keep a wound clean and free from exposure to the clothing. 

Bandages may be fastened by the use of adhesive plaster, safety pins, sew- 
ing or the ends may be tied in a Reef Knot, sometimes called a Square Knot. 
Never use what is know as the "Granny Knot," which is most always made 
by those unfamiliar with First Aid work. It does not always hold securely. 

To tie the Reef Knot, proceed as follows : 

Take the two ends of the bandage in your two hands, lay the end held in 
your right hand on top of the one held in your left hand and with the fingers 
of the left hand wind the end (still working -with the right end of the bandage) 
around the left end, thus making the first half of the knot. Now lay the end 
held in your left hand on top of the end in your right hand, wind it around the 
end held in your right hand, pull the end through and the knot is made. 

Say to yourself as you tie the knot — "Right over the left and left over the 
right." This will always set you in the right path and is easily remembered. 

Bandages mostly used by the Student of First Aid are 

1. Triangular. 

2. Roller. 

Triangular Bandage. — The Triangular Bandage seems to be best suited for 
the use of those who are to do First Aid work. In expert hands it is often 
applied most skillfully. It is easily made and applied and there is very little 
chance of any harm being done by its use. 

It is made of unbleached muslin, cotton cloth or a strong cheese cloth, and 
when cut from 34 inches to 36 inches square, is most effectively handled. It 
may be used folded so as to form a double triangle or cut diagonally so that 
two are made from one square 

It is used as an 



BANDAGES. 



1. Arm Sling. 



5. Eye Bandage. 

6. Palm of Hand Bandage. 



2. Head Bandage. 

3. Hand Bandage. 

4. Foot Bandage. 



7. Jaw Bandage. 

8. Neck Bandage, 



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PHYSICAL EDUCATION COMPLETE 



34-" 



34" 




HOW TO APPLY THE TRIANGULAR BANDAGE. 

Arm Sling. — Lay one end of the bandage over the shoulder of the unin- 
jured side, the opposite end hanging down in front of the patient, the point of 
the bandage being placed toward the elbow of the injured arm. Raise the 
arm, bending it at the elbow so that it rests across the body on a line with the 
elbow, thumb pointing toward the chin. Bring the lower end of the bandage 
up over the arm and shoulder of the injured arm and fasten both ends with a 
Reef Knot back of the neck. Fold the point over the elbow and pin on the front 
side, forming a snug pocket in which the elbow rests. (Be sure the tips of 
the fingers are in sight.) 




STEP 3 STEP 2 STEP 1 



Head Bandage. — Fold the bandage to form a triangle. (If a single bandage 
is used, make a hem of about two inches on the long side.) Lay the bandage 
on the head, the long side or hem side being placed on the forehead, the hem 
just above the eyebrows, the point of the bandage hanging down behind the 
head. Cross both ends of the bandage at the back of the head, bring to the 



FOR SCHOOLS AND PLAYGROUNDS 



221 



front and tie. Now draw the point up on top of the head, over the bandage, 
tuck the ends in neatly and secure by using pins or sewing. 

Hand Bandage. — Fold the bandage to form the triangle. Spread it out 
on a flat surface, the point away from the body. Place the hand, palm down, 
on the bandage, fingers extended and draw the point of the bandage back 
over the hand, cross the two ends over the back of the hand, carry to the 
under side of the Avrist, cross again and tie on the upper side of the wrist. 

Foot Bandage. — The bandage is prepared in the same manner as for the 
hand bandage. Spread out and place the foot in the center, toes toward the 
point. Draw the point back over the foot, but do not crowd the toes. Cross 
both ends over the instep, again at the back of the ankle and tie in front. 

Eye Bandage. — Fold to the triangular shape, draw the point over to about 
one-third of the distance between the point and the long side, then fold all 
twice toward the long side, thus making three folds. Apply aver the eye and 
tie at the back of the head. 

Palm of Hand Bandage. — Fold as for eye bandage, place on the palm, cross 
the ends on the back of the hand, again on the under side of the wrist, bringing 
them at last on top of the wrist for tying. 

If the palm is badly cut, direct the patient to grasp tightly a roll of absorb- 
ent cotton or gauze dressing, such as he can hold comfortably in the hand, then 
apply the bandage, making all A^ery snug that the fingers may be kept in place 
over the palm. The Hand Bandage may also be used in such cases. 

Jaw Bandage. — Use two bandages where support for the jaw is necesssary. 
Fold both as for the eye bandage, place the center of one across the chin, tie 
at the back of the neck, and the center of number two under the chin and tie 
on top of the head. 

Neck Bandage. — Fold as for the jaw bandage, with a piece of soft paste- 
board inside as a support to the bandage, place over the injury, cross on op- 
posite side of the neck and tie over the center of bandage (see that the knot 
does not rest on the injury.) 

Roller Bandage. — These bandages are made from unbleached muslin, cot- 
ton cloth, cheese cloth or gauze. The cheese cloth and gauze bandages are the 
most satisfactory to use as they are elastic and can be made to fit snugly over 
the injured part. 

Eoller bandages may be used best in the following sizes : 
inch to 1 inch — Fingers and toes. 

2 inch to 2i/2 inch — Arm and head. 

3 inch — Leg and thigh. 

How to Roll a Bandage.— Bandages that are made up by the First Aid 
Student may be rolled for use according to the following directions : Turn back 
on the bandage about three or four inches of one end of it. so as to form a fold 
of that length. Repeat until you have a small, close roll of the cloth well started. 
Now place one foot on a low chair or support, lay the bandage on the thigh, 
the left hand on the bandage near the knee, hold the bandage securely and 



222 



PHYSICAL EDUCATION COMPLETE 



with the right, beginning at the finger tips, roll the bandage along the fingers, 
palm of the hand, wrist and up the arm for several inches. Repeat until all 
the material is in a close, snug roll. (These may be cut with a sharp knife to 
form a roll of any desired size.) 

How to Start the Roller Bandage. — Take the roll in the right hand, roll 
uppermost, the thumb of the left hand holding the end of the bandage in place 
until a sufficient number of turns have been made to securely anchor the ban- 
dage. Make it tight enough to prevent slipping. Always begin at the smaller 
part of the injured member and bandage toward the larger. 

Some Uses of the Roller Bandage. — 

1. Spiral. 4. Spiral of the Thumb and Fingers. 

2. Spiral Reverse. 5. Spiral of the Toes. 

3. Barton Jaw. 6. Figure of Eight. 

Spiral. — The application of this bandage is only practical when the portion 
of the body to be bandaged is of the same size, or nearly so. Having made the 
start as just described, proceed by a series of circular turns made fairly close 
together. (Never use any kind of a bandage for this except the gauze, as it 
fits more snugly and presents a neater appearance than anything else. This 
applies, of course, to cases where the First Aid Student has a choice of ma- 
terial.) 

Spiral Reverse. — This bandage is most useful when the injured member is 
larger at one portion than another. To apply the bandage proceed as if the 
Spiral were to be used, commencing at the small part, make several turns, one 
placed over the other to secure a good hold, then proceed up the limb with a 




few of the Spiral turns and as soon as the limb begins to increase in size, in 
order to cover all spaces, which would be otherwise left bare, the Reverse must 
be used. This is not so difficult as one Avould imagine, but does require some 
practice to make it smooth and neat. 

To make the Reverse proceed as follows : 

Place the thumb of the left hand at the lower edge of the last Spiral turn. 
This will keep the bandage from becoming loosened. Take the roll of bandage, 
with about four inches unrolled, with its roll uppermost, between the thumb 
and finger of the right hand, slacken up on the bandage and make a half turn 



FOR SCHOOLS AND PLAYGROUNDS 



223 



over and toward your own body, which makes that portion called the Reverse. 
Now pass the roll under the limb, catch it with the left hand and bring it up 
over the limb, at the same time draw it snugly, make another Reverse and pro- 
ceed to move up the injured member as far as necessary and fasten. The 
Reverses should all be made in one straight line. 

The Barton Jaw Bandage. — Place the end of the bandage at the center of 
the top of the head, roll uppermost, unroll the bandage over the left side of the 
face, under the chin, over the right side of the face and across the end of the 
bandage where the start was first made on top of the head. Now pass over 
the left side of the head, back of the left ear, around back of the neck, over the 
lower part of the right cheek, over the chin and lower part of the left cheek to 
the back of the neck when the bandage is carried on the right side of the back 
of the head to the top of the head, where it crosses the rest of the bandage. 
This makes the first complete turn of the Barton Jaw and should be repeated 
several times, ending on top of the head, where it should be securely fastened. 
Apply the bandage snugly enough to hold a fractured jaw in place until the 
services of a physician are secured. 

Spiral of the Thumb and Fingers. — To apply this bandage, stand facing 
the patient, lay the cloth on the wrist, roll uppermost, running toward the 
thumb, and make a few^ circular turns around the wrist to hold securely, then 
pass from the right side of the wrist over the back of the hand along the outer 
side of the thumb to the very tip. Now make your spiral turns to the base of 
the thumb and pass to the left side of the wrist, make one complete turn around 
the wrist and the next time bring the bandage up over the back of the hand to 
the side of the first finger next to the thumb, thence to the tip of the finger 
and make the spiral turns to the base of the finger. Proceed in this way until 
ail the fingers are covered. No bare spots should be seen on the fingers or the 
back of the hand, but the palm of the hand is entirely free from any bandaging 
whatever, thus affording a more free use of the hand. The finger bandage so 
applied is one of the most practical that a person can use. 

Spiral of the Toes. — In applying the Spiral of the Toes, the start is made 
around the ankle, then bandage in the same manner as for the Spiral of the 
Thumb and Fingers. 

Figure of Eight. — The Figure of Eight is used mostly over such joints as 
the knee and elbow and is the one used to connect the Spiral Reverse when it is 
necessary to put it on both the lower and upper arms and lower and upper 
legs. A few circular turns are made just where the Spiral Reverse ceases and 
from the lower arm the bandage passes to the upper arm and over the inside 
or hollow of the elbow, under the upper arm and over the inside of the elbow 
to the upper part of the lower arm. This makes the first complete Figure of 
Eight and should be repeated three or four times when two circular turns are 
made around the lower part of the upper arm and the Spiral Reverse continued 
as far as necessary and then securely fastened. Do not cover the "funny 
bone" of the elbow and be careful to put the bandage on loosely enough to 
permit of movement of the arm at the elbow joint. 



224 



PHYSICAL EDUCATION COMPLETE 



Sprained Ankle Bandage. — Use adhesive plaster for bandaging a sprained 
ankle and begin almost opposite the knee on the outside of the leg, plaster 
down the side of the leg, opposite the Tibia, pass under the arch, over the ankle 
bone on the inside of the foot to the instep, from where it is carried diagonally 
across the shin bone. Now put OVERLAPPING straps of plaster on both sides 
of the foot on top of the first strip of plaster. 

Broken Rib Bandage. — Use adhesive plaster to bandage a broken rib and 
begin on the far side of the spine, plaster across the territory of the broken rib 
and around to the far side of the sternum, thus giving a good anchorage. Have 
the patient exhale and then apply the bandage quickly. 

Sacro-Iliac Bandage. — Use adhesive plaster for this bandage and begin 
on the far side of one hip bone, plaster across the Sacro-Hiac region to the far 
side of the opposite hip bone, which gives the anchorage necessary. Said by 
physicians to be a great reliever of back ache or dislocation in the Sacral 
region. Plaster after exhalation and draw snugly. 

FRACTURES AND THEIR TREATMENT 

Broken bones are injuries Avhich should be understood by the First Aid 
Student. The tendency of a muscle to contract is greatly increased by fracture 
and often the ends of bones are pulled past each other in such a way as to cut 
veins and arteries, thus adding to the hemorrhage and severity of the original 
wound. 

The two main classes of fracture are Simple and Compound. 

Simple Fracture. — A break of the bone where there is no wound or injury 
to the surrounding parts. 

Compound Fracture. — A Simple Fracture PLUS an open wound which 
ma}^ be caused by either a broken bone protruding through the skin, or by any 
object such as a piece of shell or bullet making an outside wound, followed by 
the fracture. 

Fractures may be recognized by pain, swelling and deformity of the in- 
jured member, movement where there should be none and crepitus (a grating 
of one rough surface of the bone against the other — proof of a break). 

Treatment of Simple Fracture. — 

1. Remove the clothing very carefully from the injured part. Cut cloth- 
ing if necessary. 

2. Avoid pain b}^ unnecessary handling. 

3. Make no attempt to set a bone. That is a physician's business. 

4. If the patient is not to be transported, bring the limb into its natural 
position as far as possible. Let it rest on a pillow or other soft object until the 
arrival of the physician. 

5. If the patient is to be transported, the broken member MUST BE 
FIRMLY SECURED by splints and bandages. NO MOTION SHOULD BE 
PERMITTED. 

6. Treat for shock. 

7. Allow splints to project beyond the joint, should the fracture be near 
one. They should be somewhat wider than the width of the injured member. 



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225 



HOW TO APPLY SPLINTS. 

1. Be sure to select splints of the proper length, width and of a thickness 
that permits of no bending. 

2. The part of the splint which is to come next to the patient should be 
padded with plenty of the softest material available. Cotton, of course, is the 
very best, though coats, blankets, hay, straw, weeds, grass, etc., may be used. 
Pad the space between the splint and limb so there is no chance whatever for 
movement. 

3. Splints should be fitted to the well member, matching the same at 
point of injury, and then transferred to the fractured member. 

4. Now apply the splints and cover all with a bandage. 

Treatment of Compound Fractures. — The danger of all open wounds is 
very great. The}' do not heal until all infection is gone. 

1. If a physician is soon to be present, leave the ends of the bones just 
where they protrude through the skin. 

2. Make every effort to keep the injured member still. 

3. Cover the fracture with a sterilized cloth. BE SUKE IT IS MADE 
ANTISEPTIC. This may be done by dipping the cloth in alcohol or by boiling 
it in water. 

4. Iodoform gauze may be placed next to the injury, absorbent cotton 
over this, then a triangular bandage wrapped over all, loosely, after which 
apply splints as in the case of Simx^le Fracture. 

IF A PHYSICIAN CANNOT BE SECURED AT ONCE OR THERE IS 
ANA" GREAT DELAA^ treat as follows : 

1. Clean the bone well, wash with soap and water, then a MILD antisep- 
tic. (Use STERILE, BOILED WATER for all of this.) 

2. Slip the bone in place. 

3. Keep the wound open and sterilized by placing antiseptic cloths in 
the wound. 

4. TRY TO GET A DOCTOR! 

5. If the patient is to be transported, have one person take full charge 
of the broken member and others, the rest of the body. 

6. Treat for shock. 

Splints. — The following materials are suggested for splints : 
Heavy pasteboard boxes, book covers, cigar boxes, laths, rulers, shingles, 
barrel staves, broom and mop handles, pokers, canes, umbrellas, shot guns, 
rifles and any other available material of a like nature. 

In the case of a fractured arm, the chest may be made to answer the pur- 
pose of a splint by strapping the injured arm to the side of the body by a wide 
bandage. 

In the case of a fractured leg, the opposite leg may be made to serve the 
purpose of a splint by strapping in the same way. 

Use two splints, one on top and the other on the underneath part of the 
brokjCn member. 

Yucca splints, wet and fitted to the body, harden to its shape. 



226 



PHYSICAL EDUCATION COAIPLETE 



Fracture of the Thigh. — Secure the joint by a splint on each side of the 
leg. The one on the outside of the injured limb should reach from the arm pit 
to the ankle. The splint is to be secured in several places by bandages around 
the body and the injured limb. A shorter splint should be applied in a like 
manner on the inner side of the limb. Now bind both limbs securely together. 
Padding should fill in any spaces between the splints and thigh. 

Fracture of the Knee-pan. — Have the splint long enough to reach from 
below the heel to half way between the knee and hip. Plenty of padding under 
the knee. Secure the splint by binding at the ankle, above and below the knee 
—NOT ON TOP OF THE KNEE-CAP. 

Fracture of the Lower Leg. — Place patient on back. Get the leg in a 

straight position and on a soft pillow or cushion. Draw the sides of the pillow 
together around the leg and secure firmh^ with bandages. The Pillow Splint 
is the safest for the student of First Aid to apply. 

Fracture of the Foot.^ — Make a triangular splint by fastening two small 
^ pieces of boards together, forming a right angle. Pad this well and bandage 
to either side of the foot. Use material about one inch wide. 

Fracture of the Upper Arm. — Use small splints, well padded, on the back, 
front and sides of the arm. Bend the forearm at right angles to the arm and 
support by means of a sling. 

Fracture of the Lower Arm. — Use two splints, pad well, place on the front 
and back of the arm, bind together and place in a sling in such a position that 
the thumb is up, that is, on the side nearest the chin. 

Fracture of the Wrist. — Apply well padded splints made of cigar boxes, 
book covers, heavy wire netting or pasteboard boxes. Place on the under part 
of the hand, extending from the fingers well up the forearm. Place a shorter 
splint on the back of the hand. Cover with a bandage and put in a sling. 

Fracture of the Hand. — Place a pad in the palm of the hand, put on 
splints and put the arm in a sling. 

Fracture of the Fingers. — Use padded splints sufficiently long to extend 
from the tip of the finger to the wrist, and place the hand in a small sling. 

Fractured Skull — A fractured skull usually causes unconsciousness. Keep 
the patient very quiet. GET THE PHYSICIAN AS QUICKLY AS POSSIBLE. 
Place patient on his back with head and shoulders slightly elevated. If there 
is an open w^ound, cover with a pad of cotton made antiseptic, and bandage 
loosely. Cloths dipped in ice water may be applied. 

Fracture of the Nose. — There may be either a dislocation or broken condi- 
tion — jumbling up of little bones — internal injuries and the nostrils may be 
obstructed. Careful attention is necessary. Keep the air passages open by 
sterilized cotton. Should the nasal passage remain obstructed an operation 
later will be required. 

Fracture of the Jaw. — Get the bones in as near the correct position as pos- 
sible, but handle very gently. Apply the Barton jaw bandage. Get a Dental 



FOR SCHOOLS AND PLAYGROUNDS 



227 



Surgeon or Medical Doctor to look after the case, otherwise the jaw may be 
incorrectly set and the teeth fail to meet properly. 

Fracture of the Collar Bone. — The collar bone is very easily broken. Lift 
the arm, at the same time push back, place a pad in the arm-pit, put the arm in 
a sling and have the position of the hand such that it is pointing toward the 
uninjured shoulder. Lay the patient flat on his back, on a pillow, while per- 
forming the above. 

Fracture of the Ribs. — Handle the patient as carefully and as little as pos- 
sible. Raise the head and chest in order to permit of the least effort in breath- 
ing. Place on the uninjured side or on the back. If the services of a physician 
cannot be secured within a short while or the patient must be transported, 
place strips of adhesive plaster from the spinal column across the side of the 
body to the middle. Begin at the lower part of the chest and overlap the rows 
as the ascent is made. Secure the upper ones to the far side of the breast bone. 

CIRCULATION 

The heart walls are muscular and contract with rhythmical regularity. By 
means of these contractions the blood which the heart contains is sent by jets, 
or spurts, into the largest artery, called the Aorta, which supplies the network 
of arteries and capillaries in the body. From the capillaries the blood is taken 
up by the veins, minus the oxygen and life-giving properties, and carried back 
to the heart for purification. The waves, jets, or spurts of blood sent into the 
arteries cause what is known as the pulse, which is felt not only at the wrist 
but at any point where an artery is found to be close to the surface. 

The left side of the heart is larger and stronger than the right as the con- 
tractions of the left side send the blood through the body, while the right side 
has only to pump the blood through the lungs, where it is purified. The arter- 
ies, because of great blood pressure, are very strong, do not collapse and are 
elastic. This is necessary in order that they are not torn b}^ the waves or jets 
of blood sent into them. Sometimes the pressure is very strong. 

Veins are provided with valves to prevent a backward flow of the blood. 
They remind one of little doors scattered along through the veins, which close 
automatically when danger threatens. 

If we have arterial hemorrhage, the blood is expelled by spurts and is 
always bright red in color as it has not yet lost the hue of pure blood. 

If the hemorrhage is from a vein there is a steady flow and the blood is 
dark red as the oxygen has been lost in the capillaries. 

If the hemorrhage is from the capillaries, it oozes through the skin and is 
no longer a bright red, yet it is not as dark as the blood from the veins. 

Hemorrhage from the lungs is very bright red and frothy. Sometimes it 
has a peculiar brown color. 

Hemorrhage from the stomach is distinguished by the dark coffee color 
and is vomited. 



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CONTROL OF HEMORRHAGE. 

1. Arteries — Press on the artery between the cut and the heart. 

2. Veins — Press on the wound, or on the side farthest from the heart. 
Never between the wound and the heart. 

PRESSURE POINTS. 

Head — Temporal Artery. Located in front of the ear. 

Neck — Carotid Artery. Located about one inch to the outside of Adam's 
Apple. Press deeply with the thumb. 

Shoulder — Subclavian Artery. Located about midway of the collar bone, 
behind it and deep down. Press with the thumb. 

Upper Arm^ — Brachial Artery. Located on the inside of the arm. Grasp 
the biceps and draw to one side, at the same time pressing firmly against the 
humerus; or, if a pad (roll of cloth such as a bandage) is put in the bend of 
the arm at the elbow the arm should be bent as much as possible. 

Upper Thigh — Femoral Artery. Located high up in the thigh. Press 
against the femur. 

Knee — Popliteal Artery. Located back of the knee and may be treated 
as for the elbow. 

First Aid Students in practicing to locate these various arteries may be 
assisted by placing the fingers of one hand on the pulsating arteries, which 
may be found as follows : 

If the pressure is to be exerted on the Carotid in the neck the artery that 
pulsates will be found in the temple. If it continues to pulsate when pressure 
is made it is a sure sign that the pressure is not exerted successfully. 

If pressure is to be exerted on the Subclavian and Brachial the pulsating 
artery will be found at the wrist. 

If pressure is to be exerted on the Femoral and Popliteal the pulsating 
artery is found on top of the foot. 

HEALING OF WOUNDS. 

When the skin is cut and there are no germs introduced into the wound, 
the serum fills the wound and healing is natural. The cells grow out from the 
sides of the wound, chiefly from connective tissue, and quickly fill the space. 
Blood vessels next appear and lastly the new nerves. The skin, itself, grows 
more slowly than connective tissue. Where a scar is seen, we know the skin 
took too long to heal. The majority of scars take about six months to whiten. 

DIFFERENT KINDS OF WOUNDS. 

Incised Wounds. — Incised, or those made by a clean cut forming a Y-shape 
are easily cleansed, heal quickly and may be closed by the First Aid Student. 

Lacerated Wounds. — The walls are torn down, they are hard to clean, are 
easily infected and heal very slowly. 



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229 



Punctured Wounds. — These cause the most worry for care takers. They 
are caused hy bullets or some dull instrument. They should be opened and 
cleaned thoroughly. Slash from the side to remove the bullet or foreign body. 
These foreign bodies not given proper care, cause Tetanus (Lock Jaw). The 
organism grows only in the absence of air. Fourth of July wounds should be 
kept open and clean. 

SHOCK 

Shock is a severe nervous depression or injury to the nervous system and 
is frequently spoken of as a collapse. It is caused almost always by injuries 
and operations though great mental depression will produce it. The First Aid 
Student should ahvays expect it and should, therefore, be ready to treat it if 
necessary. 

Death from shock is due to an interference in the vasomotor control, circu- 
lation is not properly carried on as the centers controlling the size of blood 
vessels do not function properly. In long operations, the immediate danger is 
from shock and anaesthetics, Avhich diminish the shock, are employed by phy- 
sicians. The mental disturbance in shock is apt to be great, so do not become 
excited. Handle the patient calmly and help all you can to quiet him for his 
danger is greatly increased by excitement and worry. 

Severe hemorrhage and shock go together and their symptoms are quite 
simliar. 



Hemorrhage. 

1. Patient becomes rapidly pale. 

2. Breath comes in sighs. 

3. Cold skin, moist with perspira- 

tion. 

4. Restlessness. 

5. Faintucss. 

6. Dilated pupils. 

7. Dizziness and loss of conscious- 

ness. 



Shock. 

1. Patient is pale, face has pinched 

and anxious expression. 

2. No sighing and no thirst to speak 

of. 

3. Skin is cold, moist with perspira- 

tion. 

4. Restlessness, patient apt to toss 

about. 

5. Breathing very weak — not deep, 

6. Eyes dull, pupils dilated, eyelids 

droop. 

7. Mentally irresponsible and may 

be unconscious. 

8. Pallor not so great as in hemor- 

rhage. 



INTERNAL HEMORRHAGE. 



Internal hemorrhage may be caused either by a severe wound which severs 
one of the large blood vessels of the internal organs or the bursting of some 



230 



PHYSICAL EDUCATION COMPLETE 



blood vessel in the lungs or stomach. The symptoms are the same as for severe 
hemorrhage except there is — 

1. Increased pallor. 

2. Air hunger. (Patient cannot get a deep breath.) 

3. Intense thirst. 

GET A PHYSICAN AS QUICKLY AS POSSIBLE ! 

DO NOT USE STIMULANTS as they will increase the blood flow of 
either external or internal hemorrhage. 

Get the patient in a darkened room and KEEP QUIET. 

AFTER the physician has stopped the bleeding by tying the arteries 
he will probably give a stimulant and he may even open a vein and inject a 
saline solution (one teaspoon salt to a pint of water). 

Where there is shock AND NO HEMORRHAGE, stimulation is all right. 
Coffee is the best stimulant for the use of the student of First Aid. Aromatic 
spirits of ammonia and smelling salts; are also recommended as they produce a 
quick reflex stimulation. 

Get the patient warm and keep him warm. 

MATERIALS FOR STOPPING BLOOD FLOW. 

1. Thumb. Cover with a sterile cloth, in severe cases. 

2. Compress. Place a sterile compress on the wound and bandage tightly. 

3. Tourniquet. If the bleeding is severe use a tourniquet. The U. S. 
Army Tourniquet is the best for such purposes. Rubber tubing makes an ex- 
cellent tourniquet but should be used over clothing or a bandage, and should 
be taken off frequently, or loosened. It should not be left on longer than a 
half or three-quarters of an hour at a time. 

HEAT AND COLD 

In using hot applications it is much better to use hot, DRY ones instead 
of cloths dipped in hot water. Heat applied to the exterior surface of the body 
is very soothing and stimulating but there are times when wet applications do 
more harm than good, particularly when applied by those unskilled in their 
use. For the First Aid Student there is nothing safer than the hot water bag. 
It should be filled about one-third full and folded for a second or two in order 
to allow the hot air to escape, when the top is screwed on and the hot water 
bag is a genuine comfort. Never fill the bag FULL or allow it to puff up hard 
with the steam and then expect a patient to find anything soothing" about it. 
Place a cloth between the skin and the bag to prevent burning. Do not 
put HEAVY, hot water bags over the heart. A bag with very little water 
in it is all right, also warm, light plates or a little Japanese pocket stove. If 
hot water bags are not to be had, the bed may be warmed by hot stones, 
bricks, plates or glass jars or bottles filled with water as hot as they will 
stand without breaking, but bottles are not satisfactory things to use. Only 
in case of extreme necessity should they be used at all. Stones and bricks 



FOR SCHOOLS AND PLAYGROUNDS 



231 



should be covered with cloth or paper to keep from burning the patient. AVhen 
the case requires it, the hot water bags, etc., should be placed between the legs 
and on the outer sides of legs and arms and between the arms and the body. 
Only one person should have charge of hot water bags in case of sickness or 
accident and great care should be exercised in the employment of them. The 
soles of the feet are easily burned and ulcer of the heel is, according to physi- 
cians, very difficult to cure. 

When the eye has been injured, discoloration may be prevented by a plen- 
tiful application of cold or warm water, as warm as is safe to use, though 
in this case the cold water is preferable. It will contract the blood vessels and 
prevent swelling just the same as hot water, and is safer to use in this case. 

Cold water is used also to stimulate breathing as in fainting and for the 
reduction of the temperature in fever cases, or sunstroke. The temperature 
should not be reduced to normal, but may be lowered to within a few degrees 
of it. The body will, itself, reduce it the remaining few degrees. 

RESPIRATION 

The mouth, nose, windpipe and lungs constitute what is known as the 
Kespiratory Tract and the air we need for life is conveyed to the lungs by 
means of these air passages. Should the nose become obstructed we are able to 
secure air through the mouth and vice versa, but should all the passages lead- 
ing to the lungs become clogged, death is sure to follow unless immediate 
relief is obtained. 

At the base of the tongue and at the upper end of the wind pipe is located 
the larynx, which is supplied with a lid, or cover, called the epiglottis. Directly 
back of the larynx is the esophagus, or gullet. Air passes into the lungs 
through the larynx and the food slips over the epiglottis into the esophagus, 
thence into the stomach. When we swallow, this cover closes down over the 
larynx to prevent food or liquids passing into the windpipe and choking us. 
Sometimes a quick breath is taken during the act of swallowing, the epiglottis 
fails to shut down in time, a coughing spell follows and we say 'Sve swallowed 
something the wrong way." When a person is unconscious this lid fails to 
act, so neither w^ater nor food, should be given during such a time. 

CHOKING. 

Sometimes the windpipe becomes obstructed by foreign matter and unless 
relief is promptly secured, death follows from suffocation. Striking the pa- 
tient a sharp blow on the back will sometimes release the foreign body that is 
lodged in the throat, lifting the patient by clasping arms about the middle part 
of his body or even putting the forefinger way down the throat are methods 
necessary to employ at times. 

CROUP. 

In sudden light attacks if the patient's attention is diverted for a short 
time and his fears allayed the symptoms will disappear. Use favorite toys or 



232 



PHYSICAL EDUCATION COMPLETE 



the story to cause him to forget the attack. This is spoken of as a child's dis- 
ease and is due to a sudden contraction of the muscles in the air passages of 
the throat. Endeavor to secure quiet. Nervousness increases the danger of 
the attack. It is suggested that the room be kept warm, have boiling water in 
the room and in such a way that the child inhales the warm steam. Hot cloths 
should be applied to the throat and covered with waterproof material of some 
nature (oiled silk) and changed before allowing to cool. An emetic, one tea- 
spoonful syrup of ipecac, is recommended as best to give. GET A PHYSI- 
CIAN IF THE ATTACK IS SEVERE. 

GAS POISONING. 

When a case of gas poisoning is suspected, very prompt action should be 
taken. 

1. SEND FOR A PHYSICIAN AT ONCE. 

2. Get the patient into the fresh air. 

3. Begin Artificial Respiration just as soon as the patient is in the fresh 

air and keep it up. 

4. Cold water should be dashed into the patient's face. 

5. Apply hot bottles to the body. 

6. Mild stimulants may be administered when the patient is recovering. 

If it is impossible to get the patient into the air, proceed as follows : 

1. SEND FOR A PHYSICIAN. 

2. Close the gas jet that has caused the trouble. 

3. Open the windows and get the patient as near the fresh air as possible. 

4. If help is to be had direct someone to open doors and create all the 

draft possible in order to clear the room of the poison, 

5. Perform Artificial Respiration and have cold water dashed in the 

patient's face. 

6. Apply heat to the body and stimulate when better. 

7. Never strike a light in these cases. 



RESCUE AND RESUSCITATION OF DROWNING PERSONS 

THINGS TO REMEMBER. 

It is not necessary that a person should know how to swim in order to 
save himself from drowning. The human body in the water, weighs a trifle 
over a pound. One hand barely touching any floating object is sufficient to 
keep the body afloat indefinitely, while the feet and other hand may be used 
to paddle one toward shore. 

Keep this fact in mind and do not become excited. Do not allow the fact 
that you know nothing of swimming to cause you alarm. You may with per- 
fect safety let the body down into the water to the mouth or even to the nose, 
just so you can breathe easily and naturally. A little water swallowed is not 
going to hurt you. 



FOR SCHOOLS AND PLAYGROUNDS 



233 



Anyone can float for hours if they have a little confidence and self-con- 
trol. The person in such trouble should lie on the water, perfectly flat, head 
thrown back and CHEST ARCHED. Do not mind if the water covers the ears 
and the spray dashes over the face. Concentrate your efforts on keeping the 
feet up and the head back on the water with the chest well raised and breathe 
naturally. The minute you become alarmed and lift the head and feet, the 
body doubles up in the water and you will go under. Make up your mind to 
take matters quietly and sanely and you will be rescued without a doubt. 
Begin to use the hands and feet a little to paddle you about and you will see 
very quickly that you will be able to do much for yourself in the matter of 
nearing the shore. 

Once out of your plight make up your mind to learn to swim. 

TO RESCUERS. 

1. Do not attempt to go near enough to the drowning person to let him 
get ahold of you. This often results in the loss of both lives. 

2. AYateh your chance to seize him, by the hair, if possible, and if neces- 
sary^, duck him several times until he is quiet, then sAvim on your back and 
tow the body after you, resting his head on your chest, one of your arms about 
him and with your free arm and legs make your headway through the Avater. 

ONCE ON SHORE, PROCEED AS FOLLOWS : 

1. SEND SOMEONE FOR A PHYSICIAN. 

2. Loosen the clothing. Do not remove until you get the respiration 
established. 

3. Clear the throat of obstructions, such as mud, water, seaweed, etc. 
Put your arms about the patient's middle and lift the body to clear the air 
passages and stomach of this foreign matter. You may have to put your finger 
way down the throat in order to remoA^e obstructions there. 

4. After removing the Avater, etc., place the patient on his back, catch 
the tongue Avith a handkerchief or bandage and if there is no one to hold it 
while you perform Artificial Respiration, bandage it doAA^n on the chin. If that 
fails, pierce it Avith a needle, hat pin or anything of a like nature so the tongue 
cannot fall back into the throat and close that caidty. 

5. Place a coat that has been rolled up, or a blanket, for a pilloAV, under 
the shoulder blades. 

6. Perform Artificial Respiration. Do not delay in the least. 

7. While one is Avorking on the Artificial Respiration, another should see 
that the patient is covered with dry blankets, coats, etc. 

8. Remember that it is not at all necessary to be rough Avith a patient. 
Excitement and your anxiety to help should not alloAv you to forget this point. 

9. As soon as the patient shoAvs signs of breathing someone should begin 
to remove the Avet clothing and rub the limbs thoroughly, TOWARD THE 
HEART. Keep the blankets over him all the while you are rubbing. This 
aids the restoration of circulation. 



234 



PHYSICAL EDUCATION COMPLETE 



10. AAHien conscious, give hot coffee, hot water or hot lemonade, though 
hot coffee is the best stimulant. 

11. Do not leave the patient after respiration has set in for it may cease 
at any time, 

12. If it is difficult to restore respiration, do not become discouraged and 
give up. This is hard Avork and one person should not attempt to work too 
long at a time, providing there are others present who can be of assistance. 
There have been cases where patients have been restored to consciousness after 
hours of labor, so work as if the person belonged to you. 

ARTIFICIAL RESPIRATION. 
(Sylvester Method.) 

Take your position at the patient's head, grasp both his hands at the 
wrist, double his arms so that the hands are crossed on his chest, your hands 
still grasping his wrists, then put your weight on the patient's hands and count 
five, giving one second to each count. 

Now raise his arms sideward and pull them back slowly and as far as you 
can to expand the chest walls. There are certain muscles that are attached to 
the arms and ribs, which, Avlien the arms are pulled back, raise the ribs and 
increase the size of the chest. 

Hold for a couple of seconds, then sloAvly return the hands to the chest 
position and repeat. 

Do this no faster than fifteen or sixteen counts to the minute. 

Should the patient vomit while on his back he must be turned on his side 
to prevent the windpipe becoming obstructed. 

When the patient is out of danger let him sleep, BUT BE SURE THAT 
RESPIRATION HAS BEEN DEFINITELY ESTABLISHED BEFORE TAK- 
ING ANY CHANCES. 

HOW TO LOCATE BODIES LOST IN THE WATER. 

Construct a raft about twelve feet square and cut a hole in the center 
about eight or nine inches in diameter. Lie doAvn on the raft with a piece of 
black cloth or a dark coat over your head to keep out the light and have some- 
one tow the raft back and forth over the spot where you think the body may 
be found. By this method a very small object may be seen distinctly at quite 
a depth. 

Bodies usually come to the surface within a week or ten days after the 
drowning. 

TO RESCUE PEOPLE FROM FIRES 

Keep in mind the fact that you should not breathe smoke or hot air, so if 
you are to enter a building that is on fire, cover the mouth and nose with a wet 
handkerchief, cloth or sponge. The air six inches from the floor is free from 
smoke. Should the smoke prove too dense and liable to overcome a person, the 
thing to do is to crawl on the floor, head low, and drag the person to be res- 
cued, behind. Stairways should be descended in the same manner. 



FOR SCHOOLS AND PLAYGROUNDS 235 

TO EXTINGUISH FIRES. 

1. Keep cool. Act promptly and make your efforts count for something. 

2. Fires may be extinguished by throwing on water, providing there is 
no oil burning. Coats, bedding, rugs or anything that is of such a nature that 
is available, thrown on the fire will be found most valuable. 

3. The "Bucket Brigade" has been the means of extinguishing many a 
fire that would otherwise have proved very serious. Two lines of people form 
from the hydrant nearest the fire to the building. Buckets are filled with 
w^ater and passed quickly along one line to the last man, who puts the water on 
the fire and sends the empty bucket back to the hydrant by way of the other 
line. 

4. If possible all air shafts, vvdndows and doors should be k/ept closed in 
case of fire as all drafts serve to make the flames stronger and harder to 
overcome. 

TO EXTINGUISH BURNING CLOTHING. 

1. Keep cool. Running only fans a flame and results seriously. 

2. Throw the person whose clothing is on fire on the floor and wrap in a 
rug, coat, shawl or anything of a like nature, at the same time beating the 
fire with the hands. 

3. If a person is alone and the clothing becomes ablaze, lie down and roll 
on the floor and if possible roll in a rug, blanket or overcoat. 

ELECTRICITY 

1. Avoid low hanging wires, wires that have fallen to the ground and the 
third rail used by many electric car lines. They may be charged and contact 
with them is most likely to produce death. 

2. If possible, have the current shut off immediately an accident has oc- 
curred. If this is not possible, rescue the person from contact with the wires. 

3. DO NOT ATTEMPT TO RESCUE WITH THE BARE HANDS OR 
WHILE STANDING ON THE GROUND. If possible slip on a pair of rubber 
boots, a pair of overshoes and rubber gloves. If not available, stand on a DRY 
board and wrap about the hands several thicknesses of woolen goods, silk or 
paper. If you are to attempt to cut the wire, be sure that the feet are protected 
in this manner and that the handle of the ax or hatchet is DRY. Remember, 
after cutting, to insulate the end of the live wire. If any doubt exists as to 
which is the live wire, for safety, insulate both ends you have cut. 

4. GET A PHYSICIAN IMMEDIATELY. 

5. Treat for shock. Keep the body warm. 

6. Artificial Respiration may be necessary. 

7. Treat burns from electricity as you would burns from any other cause. 



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PHYSICAL EDUCATION COMPLETE 



EMERGENCIES 

BURNS AND SCALDS. 

In the treatment of burns and scalds the main idea is to exclude air from 
the injured part just as quickly as possible. This may be easily done by mak- 
ing a thin paste of baking soda and water, starch or flour and applied to the 
burn. It should be allowed to remain until the pain ceases, when it may be 
washed off with cool water and some sort of a soothing ointment applied. Com- 
mon vaseline or that which is carbolized, olive or castor oil and cream are all 
good to use on a fresh burn. 

Deep burns are very serious and the services of a physician should be 
secured immediately. Until he arrives the above method of handling burns 
may be used. For all cases of burns picric acid gauze is very valuable. 

OVER EXERTION. 

There is marked shortness of breath and the patient turns a bluish color. 
Rest and quiet should be secured for the patient but he should be taken to a 
physician as soon as possible. Carry him on a stretcher. Stimulate by giving 
hot coffee whenever possible. 

MILD CONCUSSIONS IN THE GYM. 

Have the patient lie down and rest and allowed to sleep as soon as it is 
possible to do so. There may be loss of memory for a few hours but will be all 
right within a little while. 

SPIKE WOUNDS. 

Spike wounds are of the rusty nail variety and should be treated as such. 
They should be well opened and thoroughly washed with antiseptics. 

' ' BASE BALL FINGERS. ' ' 

"Base ball fingers" should be given care at once. There is no excuse for 
the crooked fingers on base ball players, fingers that are injured in games, as 
proper care at the proper time will straighten them. 

GYMNASIUM APPARATUS. 

Gymnasium apparatus should be kept clean by the use of antiseptics and 
water. Wash frequently and have mats cleaned often. 

SNAKE BITES. 

Prevent this dangerous accident as much as possible by wearing high boots 
or leggins when out in the woods or wherever one is apt to find snakes. 

The first thing to do after a snake has bitten a person is to place a ligature 
above the wound, open the wound with a sharp knife and let it bleed well. 
Some advocate sucking the wound but this is not a safe thing to do for fear of 
sores on the lips or in the mouth. When the bitten part has been cut and the 



FOR SCHOOLS AND PLAYGROUNDS 



237 



bleeding has been free for a second or two, apply pure carbolic acid, caustic 
potash or a few crystals of potassium permanganate, which will burn out the 
poisoned tissue. The limb will swell and prostration set in, when a stimulant 
should be given. Alcoholic liquors should not be given in large doses as the 
patient may not have the strength to recover. If the doses are small he can 
fight for himself. Aromatic spirits of ammonia is as good a stimulant as can 
be used. The tourniquet, or ligature, should be released often — every three- 
quarters of an hour — which permits but a little of the poison to enter the sys- 
tem at one time, thus decreasing the danger of death to a great degree. 

MUSCULAR CRAMP. 

The best thing one can do is to use hot applications at once. These cause 
relaxation and comfort to the patient. Massage also. 

FOOT CRADLE. 

If a lower limb is injured and the patient is unable to stand the weight of 
the bed clothing on it, an improvised cradle may be made by cutting off a 
portion of the handle of an umbrella, so that when opened it will rest flatly on 
the bed over the limbs. Another method is to saw a barrel hoop in two equal 
sections, cross and tie together to keep in place, then put an extra, warm blan- 
ket over the cradle to prevent the feet from becoming cold and— lastly, cover 
all with the bed clothing. 

FEET. 

For long walks or camping out be sure to clothe the feet properly. Use 
heavy stockings and shoes that have had enough previous wear to soften them. 
If the feet are tender' bathe with hot and cold water, using one-half alcohol 
and one-half water. Talcum powder sprinkled in the shoes or on the feet re- 
duces the friction in the shoe. If a blister is about to appear on the foot or 
the surface seems irritated sufficiently to warrant it, use adhesive plaster, but 
IF BLISTERED, do not, under any consideration, use it. 

RECIPE FOR A MUSTARD PLASTER. 

Mix one tablespoon of mustard with five of flour and a good pinch of soda 
to prevent blistering. Mix thoroughly while dry and pour on, little by little, a 
small quantity of lukewarm water. Now spread the mixture over the center 
of the piece of cloth to be used for that purpose, fold the two sides over about 
two inches, then the bottom is folded upward two inches and the top is drawn 
all the way over to the very bottom of the plaster. The mixture will now 
remain enclosed. Cover all with a light, thin cloth and apply. 

STIMULANTS. 

Hot tea and coffee, aromatic spirits of ammonia, a small glass of wine 
or a little whisky in a glass of hot water for those who do not object to it, are 
all stimulants to be used as necessity demands. For all purposes there is 
nothing that is as good to use as hot coffee, but it should be given as hot as the 
patient can take it with comfort. 



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PHYSICAL EDUCATION COMPLETE 



EMETICS. 

In cases where the stomach is to be emptied of its contents without the aid 
of the stomach pump, any one of the following methods may be used : 

1. Give one teaspoon of mustard in a glass of water. 

2. A quart of lukewarm water makes a most effective emetic. 

3. Run a finger down the throat. 

STRAINS AND SPRAINS. 

Strains. — Strains affect the muscles and tendons. Where there is not 
much injury there is some hemorrhage, though slight. Discoloration is caused 
by the hemorrhage. Injury to the muscle is caused by a severe wrench and is 
not usually serious. 

The first thing to do is to relieve the tension at once — let the patient rest. 
The hemorrhage must then be interfered with by the application of either HOT 
or COLD applications, though in this case hot water is more soothing. Mas- 
sage later or when there is recover}^ If a leg is strained the patient should 
rest in bed at least all of a week. If an arm it should be carried in a sling. If 
muscles of the back, the patient should rest and heat be applied to relieve the 
pain and check the hemorrhage. 

Sprains. — A sprain is a severe wrench which tears the ligaments and there 
is sometimes a fracture in addition to the sprain. The cause of the pain is the 
snapping of a ligament, then follows discoloration and swelling. If an ankle 
has been once sprained, it is very easy to repeat the injury. When this hap- 
pens the foot should be soaked in hot water at least an hour and hot applica- 
tions kept on for at least twenty-four hours to check the hemorrhage and limit 
the swelling. Keep the foot elevated and later the Adhesive Bandage, as pre- 
viously described, should be applied. Plenty of rest. 

TO KEEP THE CURIOUS CROWD AWAY. 

Frequently the person who is to render First Aid is hampered in the work 
by the curious crowd gathering around the injured person. Not only is the 
First Aid Student hindered but the patient's recovery is often very greatly 
delayed. If the person in charge will select one or two of the crowd for assist- 
ants, then ask all those nearest the injured person to take hold of hands and 
form a circle, thus enclosing the injured and all those who are to look after 
him, inside the circle, it will be found to be of great help. Instruct those who 
form the circle to push back and not to allow anyone to enter the circle who 
has no right to be there. 

FAINTING. 

Place the patient in a reclining position, unloosen all clothing that may be 
tight or bind, particularly at the neck and waist, and bathe the face and hands 
in cold water. See that there is plenty of fresh air in the room. When recov- 
ery has taken place, if possible allow complete rest for a little while. 



FOR SCHOOLS AND PLAYGROUNDS 



239 



NOSE BLEED. 

During the warm days of Spring and early Fall a great many cases of nose 
bleed are encountered during school hours. The slight cases do not amount to 
anything and need no care, but when the hemorrhage is heavy the patient 
should be placed in a chair so that the head is allowed to tilt backward a little, 
then cold applications should be used at the back of the neck, hold the soft por- 
tions of the nose, just below the bony part, together for a little while or insert 
plugs made of absorbent cotton, one in each nostril, and push them up the 
passage about one inch. For this purpose a lead pencil or pen holder handle 
may be used. If the bleeding continues, after a reasonable length of time, send 
for a physician. Children who are subject to heavy attacks of nose bleed 
should not be encouraged to play while the weather is warm. 

FROST BITE. 

Ears, toes and fingers that are frost bitten should be well rubbed with ice 
or snow for some moments, after which warmth should be very gradually 
applied. 

EPILEPTIC FITS. 

Children who are subject to the mild form of epileptic fits are not often 
injured by attending school, in fact in some cases, a child is benefitted by a 
little school work and association with other children. Those who are victims 
of this trouble in the more severe forms should not be permitted to attend 
school at all. The nervous strain is increased and the attacks are more fre- 
quent. Not only is this a cause of more suffering to the victim of the trouble 
but the effect on the rest of the children is not good. They live in constant 
fear that their schoolmate will have an attack and it is certainly unwise to 
place children where they must witness such a sight as a person in one of these 
convulsions. When attacks come on about all the First Aid Student can do is 
to place the person in a dark room, where it is quiet, if possible, until he recov- 
ers. Usually a deep sleep follows, at the conclusion of which the patient seems 
to be as well as before the attack. 

HYSTERICS. 

Do not encourage by coddling and petting anyone who indulges in hyster- 
ics. Rather discourage them by making them see how foolish and silly such a 
habit is. The more one is petted at such times, the longer the "attacks" are 
permitted to last. Hysterics not tolerated are soon overcome and a foolish 
habit forgotten. 

FOREIGN BODIES IN THE EYES AND EARS. 

Cinders, particles of dust, hairs or any foreign body in the eye cause 'much 
pain, inflammation and swelling. Instruct the child to wash the eye very 
gently with a piece of absorbent cotton, dipped in clean water, always washing 
toward the nose. Sometimes one can remove the cause of the trouble by hold- 



240 



PHYSICAL EDUCATION COMPLETE 



ing the eye open with the first finger and thumb of the left hand and allowing 
water to drip into the eye from a clean piece of cotton or cloth held in the right 
hand. Another method is to draw the upper lid down over the lower. This 
frequently causes the particle to stick to the lashes of the lower lid. 

Foreign bodies in the ears should be looked after by a physician. If an 
insect has entered the ear much annoyance is felt by the intense singing and 
buzzing made by it as it flutters about in that sensitive cavity. In such cases 
instant relief may be given by putting in the ear a few drops of warm olive or 
castor oil, glycerine or pure, clean lard melted. This kills the insect, when the 
ear may be syringed out with warm castile suds, after which dry the ear out 
with cotton. 

TO REMOVE WARTS. 

To remove warts apply nitric acid to the wart, very lightly and carefully. 
Two or three applications should suffice to remove a wart of medium size. 
Sometimes tincture of iodine is applied successfully. In either case the appli- 
cations should be made two days apart, which will allow the burned portion of 
the wart to drop off, then apply again. 

METHODS OF TRANSPORTING THE SICK AND INJURED. 

Never move an injured person from the place where the accident occurred 
until the best First Aid treatment of which you are capable has been rendered. 

A badly injured person ought always to be carried from the scene of the 
accident and preferably in a reclining position. If it is impossible to secure a 
regular stretcher at once, the following can be easily improvised : 

Stretchers. — 1. Overcoats or coats may be used by turning the sleeves 
inside out. Push a pole through each sleeve and button the coat. Two coats 
should be used to every stretcher and possibly more. This, of course, depends 
upon the size of the patient. 

2. Take three grain sacks, cut off the corners of the bottom of each sack, 
then push two poles through the mouth and corner holes of each sack and you 
have a very practical stretcher. Both the coat and sack stretcher may be 
strengthened by two short poles being fastened across the two long ones about 
two feet from the handles. 

3. Doors or a couple of planks nailed securely to some cross pieces will 
answer when nothing else is obtainable. A strong piece of canvas or a blanket 
fastened to two poles with two short poles to keep the stretcher from collaps- 
ing make a good stretcher. 

Carrying the Stretcher. — It is very important that the two carrying the 
stretcher should maintain a "break" step, the leader beginning with the left 
and the follower the right foot. This method maintains a balance of the 
stretcher. 

Positions of the Patient on the Stretcher. — If abdominal injuries have been 
received put the patient on the back, let him flex the knees as much as possible 
and put a pad or something in place to support the knee flexion. This well be 



FOR SCHOOLS AND PLAYGROUNDS 



241 



the most natural and comfortable position for him to assume and you will not 
need to suggest it in the majority of cases. 

If an arm has been broken, fold it across the chest or it may rest in the 
groove alongside the body. 

HANDLE PATIENTS VERY GENTLY ALWAYS. 



IMPROVISED SEATS FOR CARRYING THE SICK OR INJURED 

When a person has not been severely injured and is able to be assisted 
from the spot where the accident occurred, any of the following improvised 
seats may be used: 

Two Handed Seat. — The two carriers face each other, number one grasps 
with his left hand the wrist of the right hand of number two, who at the same 
time closes his right hand over the wrist of number one. The free hands are 
then used to grasp, each, the shoulder of the other. 



Three Handed Seat. — The two carriers face each other, number one grasps 
with his left hand the wrist of his own right hand. With his right hand, which 
is still free, he grasps the right w^rist of number two. Number two grasps with 
his right hand the left wrist of number one and with his left hand grasps the 
right shoulder of number one. 




TWO HANDED SEAT 



242 



PHYSICAL EDUCATION COMPLETE 




THREE HANDED SEAT 




FOUR HANDED SEAT 



Four Handed Seat, Sometimes Called Ladies' Chair. — The two carriers face 
t^ach other, number one grasps with his right hand his own left wrist. Num- 
ber two grasps with his right hand his own left wrist, when each now grasps 
with his left hand, which is free, the right wrist of the other. This makes the 
strongest chair for transportation that is offered to the First Aid Student and 



FOR SCHOOLS AND PLAYGROUNDS 243 

one whicli enables two people to carry a person some distance before needing 
rest. 




CARRYING PATIENT ON FOUR HANDED SEAT 

OUTLINE OF FIRST AID COURSE FOR GRAMMAR SCHOOLS. 

LESSON I. Talk by the Teacher on The Purpose of First Aid. 
Study of Bones, Joints and Muscles. 
Strains and Sprains. 
Breaks and Fractures. 

LESSON II. First Aid Materials. 

1. Bandages and their Uses. 

2. Splints. 

3. Tourniquets. 

4. How to Tie the Reef, or Square Knot. 

LESSON III. Bandages and Bandaging. 

The Triangular Bandage and Its Uses. Size. 

1. Arm Sling. 

2. Foot. 

3. Hand. 

4. Head. 

5. Eye. 

6. Jaw. 

7. Neck. 

8. Palm of Hand. 



244 



PHYSICAL EDUCATION COMPLETE 



LESSON IV. 



LESSON V. 



LESSON YI. 
liESSON VII. 



LESSON VIII. 



LESSON IX. 



LESSON X. 
LESSON XI. 
LESSON XII. 



Bandages and Bandaging, Continued. 
The Roller Bandage and Its Uses. Sizes. 

1. Spiral. 

2. Spiral Reverse. 

3. Figure of Eight. 

4. Spiral of the Thumb and Fingers. 

5. Spiral of the Thumb and Spiral of the Fingers. 
Precautions to Be Observed. 

Circulation. 

Difference in the Work of Arteries and Veins and the Blood 

They Carry. 
Cuts. 

Bleeding (Hemorrhage). 

Methods for Stopping the Different Kinds of Bleeding. 
Shock. 

Breathing, and What It Does. 

Choking. 

Croup. 

Gas Poisoning. 
Drowning. 

Artificial Respiration. 

Accidents Liable to Happen in the Home. 

1. Burns and Scalds. 

2. Fires. 

3. Rescue of Persons From Fires. 

4. To Extinguish Burning Clothing, 

5. Electricity Burns. 
Emergency Supply for the Home. 

Emergencies. 

1. Fainting, 

2. Chill, 

3. Eye Wounds, Cinders, Dust, etc. 

4. Nose Bleed.^ 

5. Snake Bites. 

6. Feet Injuries. 

7. Cramps in the Legs, 

8. Frost Bite. 

9. Emetics. 
10. Hysterics. 

Injuries and Emergencies of Indoor and Outdoor Sports. 
Methods of Carrying the Sick and Injured. 
Practical Examination. 



CHAPTER IX 



The Physical Care of Children in the School Room 
and on the Playground 



THE PHYSICAL CARE OF CHILDREN. 

Not all schools are fortunate enough to be provided with Medical Inspec- 
tion at the present time, but the day is not very far distant when the great 
majority of cities will be ready and Avilling to make such a provision for their 
school children. Until the time does come when all eyes are opened to this 
great and growing necessity, teachers will be called npon, in fact should be 
expected, to do as much of this work as they possibly can for their pupils. 

To none of us is given the ability to develop the perfect life, but the 
power is given to teachers to do much toward making the life of every school 
child an efficient one, and that is what every teacher of school children should 
honestly attempt. It is all wrong for any teacher to give her entire attention 
to the mental progress of the children in her care and neglect the physical 
health and well-being of those same children. The whole child goes to school 
— not simply the head — and teachers should begin to realize that it is a duty 
to know something about the child's body as well as his brain, something too 
about the childish troubles and physical embarassments through which a large 
percentage of little folks pass. For the sake of the children, their health, 
their comfort, their progress in their studies and their happiness, every teacher 
should be able to read intelligently the health index of the pupils who live in 
her school room and having read, should do all within her power to help the 
children secure a correction of their physical embarassments and ailments. 
The responsibility and duty none should shirk and the teacher of a Rural 
School owes this help to her little band of seven or eight just as surely as does 
the teacher in a city school who has charge of forty or fifty children. 

There is a very small percentage of really stupid children in the school 
world, but there is a surprisingly large percentage of DEFECTIVE children, 
made so by neglect of eye, ear, nose and throat troubles. A number of these 
are found in every school and are called the laggards, the dull ones, the left- 
overs from year to year, who are the classroom drags and who get the name 
of being stupid when in reality the great majority of them are suffering from 
one or more of the physical defects, which can, in most cases, be easily 
remedied. 

Unfortunately, too many teachers are very willing to sit back and wait for 
someone else to perform this duty for them. The large majority of teachers 
have never had the opportunity to take up such a line of work ; they do not 
know how to go about it to ascertain the condition of the pupils in their rooms, 
and so these little people are neglected, physically, and left to struggle against 
great odds, which in the end do impair the mental usefulness of so many of 
them. In schools where no Medical Inspection is provided, teachers may find 



246 PHYSICAL EDUCATION COMPLETE 

the following suggestions of value in their effort to read the health index of 
pupils : 

Make up a card for each child according to the following sample, or if 
you prefer, make one according to your own plan, but the main facts should 
be noted : 



HEALTH RECORD. 

Name Parent 

Address Parent's Occupation 



Date of Birth Address 



School Year | " 


1 2 


3 1 4 


5 




6 


7 ! 8 




Dates of Exam, and Cor.l 




i 








1 


1 1 




EVER HAD: 


Examination and Results 


E 


R 


E 


R 


E|R|E|R 


E 


R 


E|R 


E|R|E 


R 


General Appearance .... 


















1 1 




Rheumatism? 


Posture 


















1 1 




Tonsilitis ? 


Flat Feet 


















1 1 




Diphtheria ? 


Eyes 


















1 1 




Scarlet Fever? 




















1 i 


1 Measles ? 


Nose 


















1 1 


Whooping Cough? 


Lungs 


















1 1 


[Grippe ? 


Throat 


















1 1 


IPneumonia ? 


Neck Glands 


















1 1 


1 Small-Pox? 


Teeth 


















1 1 


|Ever been vaccinated? 


Skin 






1 










1 I 


iWhen? 



E Examination C Corrected Remarks 

R Result NC Not Corrected 

+ Normal PC Partially Corrected 

— Not Normal 



FOR SCHOOLS AND PLAYGROUNDS 
SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. 



247 





When and How to Examine 


Mark + For 


Mark — For 


General 
Appearance 


Observe the child several times 
during the first two weeks of 
the school year and take the 
average of your observations 


Good color 

Bright eyes 

Well nour- 
ished body 
Firm flesh 
Active mind 


Pale face, blue under 
eyes 

Dull eyes, heavy ex- 
pression 
Illy nourished body 

Soft, flabby flesh 
Indifference and list- 
lessness 


Posture 


Observe the child several times 
during the first two weeks of 
the school year and take the 
average of your observations 


Head erect 
Chest raised 
S h oulders 

level 
Hips even 
Standing well 
on both feet, 
toes apart, 
"like a let- 
ter V" 

Abdomen 
drawn in 


Sagging head 

Sunken chest 

Shoulders and hips un- 
even, denoting spinal 
curvature 

Poor standing position 
of the feet, weight of 
the body being shift- 
ed first from one foot 
to the other or stand- 
ing on the sides of 
the feet. Prominent 
abdomen 


Flat Feet 


Make examination any time 
during the first two weeks of 
school 

Ask the child to stand with 
heels together, toes apart. The 
child looks at some object 
ahead of him. The teacher 
obtains the best view of his 
feet from the rear 


Good, even, 
firm stand- 
ing position 


Standing on the insides 
of the feet 

Heels run over to the 
inside 

Uppers of shoes worn 
out in small, circular 
places over the ankle 
bones 


Eyes 


Make examination any time 
during the first two weeks of 
school 

Place the eye chart on the 
wall 20' from the child in a 
good light. Examine the right 
eye, then the left. Tell the 
child to place the left hand 
OVER the left eye and read 
the letters and figures on the 
chart. If all the letters and fig- 
ures can be read correctly, the 
vision is normal and may be 
marked R20/20 or R+. If only 
the 60' line can be read the 
record would stand R20/gQ^ 
which means 20' distant the 
60' line was read by the right 
eye or we could use the sim- 
ple record R — . Proceed in the 
same manner with the left. 
Astigmatism. To examine for 
astigmatism use Green's As- 
tigmatic Lines. Test one eye 
at a time at a distance of 20'. 
If astigmatism is present some 
of the lines will be clear black 
and distinct, while others will 
be lighter and blurred, some- 
times will be run together 


The normal 
eye or rec- 
ord by fig- 
ures 20/20 


Defective vision 

(Be sure to make 
your entry for each 
eye as sight differs 
greatly in most peo- 
ple's eyes) 

If a child can read the 
60' and 40' lines the 
record would be 20/4Q, 
using R or L as the 
case required. If the 
60', 40' and 30' were 
read, the record would 
show 20/cQ, etc. 

The minus sign may be 
used in these tests or 
the figures, as the 
teacher desires 



248 PHYSICAL EDUCATION COMPLETE 

SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 



4NEH 

60 FEET 

FZROE 

46 FEET 

G E L T Z C 

30 FEET 

T P C Z R D O 

20 FEET 



(Copy on pure white paper and use, if no Snellen Test Cards can be 
procured.) 



FOR SCHOOLS AND PLAYGROUNDS 249 



SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 





When and How to Examine 


Mark + For 


Mark — for 


Ears 


Make examination any time 
during the first two weeks of 
school 

Take the children, if possible, 
into some quiet part of the 
school for ear tests. 
The teacher stands behind the 
child and asks him to close 
his eyes and listen for the 
ticking of the watch in her 
hand. (Use a large sized lady's 
or a gentleman's watch) 
Hold the watch in one hand 
about 20 or 24 inches from 
the ear and ask the child to 
point to the watch. Do not 
take the first answer as final 
for children are "good guess- 
ers," but try first one ear then 
the other, or perhaps one sev- 
eral times before testing the 
other . Do not give the child 
any hint of the position of the 
watch. Give the child plenty 
of chance for he is apt to be 
nervous 


Correct point- 
ing to the 
watch at a 
distance no 
less than 
20" — 24" 


Incorrect pointing to 
the watch, or if the 
Watch has to be 
moved close to the 
ear before the tick- 
ing can be heard 

Mark R— or R , ac- 
cording to the dis- 
tance, for the right 

ear and L — or L 

for the left 


Nose 

(Adenoids) 
(Breathing) 


Make examination any time 
during the first two weeks of 
school 

Ask the child to say "Good 
Morning" and "Nine men min- 
ing in a mine." If m's are pro- 
nounced as b's and the n's as 
d's careful note should be 
made of the fact 
Inquire as to frequency of 
colds and ventilation of sleep- 
ing apartment 


Clear pronun- 
c i a t i o n of 
m's and n's 

Lack of all 
symptoms 
recorded i n 
the — col- 
umn o p p o- 
site 


1. Dull, heavy expres- 
sion of the eyes and 
face 

(Called the Adenoid 
Face) 

2. Depression at sides 
of nose, producing 
pinched look 

3. Thick, throaty voice 

4. Crooked and often 
protruding upper 
teeth 

5. A n underdeveloped, 
receding chin 

6. Lack of color in the 
face 

7. Underdeveloped 
body 

8. Sunken chest 

9. Frequent earache 
and often running 
ear 

10. Mentally dull and 
slow 

11. Deafness, often to a 
great degree 

12. Snore in sleep 
Restless sleepers 


Lungs 


Observe the child several times 
during the first two week of 
the school year and take the 
average of your observations 
Ask the child two or three 
times during the first two 
weeks of school to breathe as 
deeply as possible and note 
how it is done 


Full high chest 

Ability to 
take a deep 
breath and 
control it 


Sunken chest 
Shoulders raised when 

trying to fill the 

lungs with air 

Inability to fill the 
lungs with air and 
control the breath 

Tendency to coughs 
and colds 



250 PHYSICAL EDUCATION COMPLETE 



SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 





When and How to Examine 


Mark + For 


Mark — for 


Throat 


Make examination any time 
during the first two weeks of 
school 

(Use individual wooden tongue 
depresser, one for each child) 
Hold tongue down and exam- 
ine tonsils 


Small, clean, 
healthy 
looking ton- 
sils 

Clean, sweet 
breath 


Enlarged diseased ton- 
sils 

Foul breath 


Neck 
Glands 


Make examination any time 
during the first two weeks of 
school 

Press with the tips of the fin- 
gers on the neck in the region 
of the tonsils for swollen 
glands, also under the jaws 
and back of the neck at base 
of brain 


No sign of 
swollen 
glands 


Swollen glands that are 
kernel-like to the 
touch 


1 eeth 


Make exammation any time 
during the first two weeks of 
school 

With the individual tongue de- 
presser press the cheeks and 
tongue away from the teeth so 
a clear view may be obtained 
of all the teeth 


Sound, clean 
teeth 


Decayed, unclean teeth, 
offensive breath, sore 
gums, excessive sali- 
va, receding gums, 
broken teeth, crook- 
ed teeth, enlarged 
neck glands, "gum 
boils," protruding up- 
per teeth 


Skin 


Make examination any time 
during the first two weeks of 
school 

Observe closely the skin of 
the face, neck and arms 


Clean, heal- 
thy, smooth 
skin 


Unclean skin, pimples, 
boils, rashes, blotch- 
es or sores of any de- 
scription 



After a teacher has made as complete an examinaton of the children as she 
possibly can she should send notices, similar to the following, to the parents : 



NOTICE TO PARENTS. 

Date 



Please call at School, Room , at your early con- 
venience, that we may discuss the physical condition of 

, Teacher. 

If within a reasonable time no visit is made to the school by the parents, 
the teacher should then make it her business to call at the homes and obtain 
the information she desires about the pupils and should make every effort pos- 
sible to have all those who need medical attention taken to the family physi- 
cian for advice and help. 

In discussing all cases with parents or guardians, teachers should be pa- 
tient, considerate, tactful and convincing. The matter should be presented in 
a kindly spirit of interest in the child, his progress in his studies, his physical 
health and his future happiness. Avoid, alwaj-s, the critical attitude. If we 



FOR SCHOOLS AND PLAYGROUNDS 



251 



wish to make a success of this splendid work nothin*i' should ever be said or 
done to antagonize either parents or children. 

Avoid making positive statements concerning the physical condition of 
any child. A teacher's work is to advise parents that she suspects certain phy- 
sical troubles exist, and should bend all her efforts toward securing for the 
child a medical examination b}^ the family physician. At all times she should 
work with, not against, the medical men of the community. The wise teacher 
will use caution in this regard and avoid embarassing situations that might 
otherwise be brought about. 



In each foot we find no less than twenty-six small bones of various shape, 
all held together by ligaments and muscles. These bones form in the normal 
foot two well marked arches. 



The Inner Arch forms the curve of the instep, while the Outer Arch forms 
a much smaller curve on the outside of each foot. The Transverse Arch may 
be seen more easily when the sitting position is assumed and the weight of the 
body thus removed from the foot. It is located immediately back of the toes, 
the points of contact being the distant ends of the first and fifth metatarsal 
bones. 

These arches protect the blood vessels, lymphatics and tiny nerve endings 
and relieve the joints of jars. The muscles act like the string of a bow and by 
contracting, which means they are working and performing their duty, they 
are able to resist the natural tendency of the weight of the body to w^eaken 
and destroy the arches of the foot. The muscles on the outside and inside of 
the foot balance each other, pull up on the foot and help to preserve the inner 
and outer arches. 

Flat Foot is not a congenital deformity, therefore may be prevented. It 
is a condition caused by mal-treatment of the foot and is encouraged and de- 
veloped by : 

1. More work required of the foot than there is strength present to 
perform. 

2. Sickness which weakens the foot muscles. 

3. In health, adding bodily weight. 

4. Improper footwear. 

The excessive strain of standing on the feet for a long period causes the 
muscles to give way first. They relax when the weight of the body is thrown 
on the ligaments. Next the ligaments relax and the arch descends. The mus- 
cles and ligaments have lost their strength and the blood vessels, lymphatics 
and small nerve endings are pressed down by the great weight put upon them 
and Flat Foot results. In connection with this trouble there is often great 



DEFECTIVE FEET. 



Arches 1 
of the J 
Foot I 2 




Inner 
Outer 



2. Lateral or Transverse 



252 



PHYSICAL EDUCATION COMPLETE 



pain and swollen and discolored conditions which cause untold suffering to 
many people, old and young. 

Signs of Flat Feet. 

1. Place the bare feet together. If the inner sides are found to come close 
together instead of forming two distinct curves which meet at the joints of 
the great toes and heels, we may look for defects. 

2. Heels wearing off on the inside. 

3. The leather of shoe uppers is worn off, exposing the shoe lining and 
sometimes the stocking directly over the ankle bone. 

4. Shuffling, flat gait. 

5. Drop a string from the middle of the knee cap down the center of the 
tibia, or "shin bone" over the top of the foot and toes. The string should 
leave the foot by way of the top of the second toe. If it does not do this the 
foot is defective. 

6. Place the foot in water, then stand on a rug which will show the shape 
of the foot. If the foot is normal there will be a hollow place in the footprint. 




NORMAL (RIGHT) FLAT (RIGHT) 

Note : Babies have a quantity of padding on the bottoms of the feet which 
does not disappear until the child begins to walk. Exercise then absorbs the fat. 

7. The correct foot shows a slight adduction of the great toe. 

The pronated, everted foot, the one showing the body weight carried on 
the inside, is the Flat Foot. 

Men, as a rule, have very little trouble with their feet, for the reason 
their shoes are built on orthopedic lines, which conform to the normal, natural 
shape of the foot and show a slight "toeing in." It is gratifying to know 
that correctly made, sensible, comfortable shoes are to-day made for women in 
spite of the prevailing injurious styles that flood the market and which are 
successfully disposed of to those who do not know the joy of wearing a cor- 
rectly shaped shoe. 

Muscles are for the purpose of producing motion. If there is no work 
for them they wither and become useless. Shoes that cram and press the toes 
together, reduce very greatly the ability of the short flexors of the toes to per- 
form the work nature has assigned them, that of assisting in the work of lift- 
ing the weight of the body as we take each step. 

Often in discussing shoes with young women they insist that their feet are 
perfectly comfortable in what would certainly be judged improper footwear, 
while the fact remains that their feet are deformed. Such feet could not be 
comfortable in an orthopedic shoe until the shape of the foot had been trained 
gradually from the incorrect to the correct. Neither can girls and women 



FOR SCHOOLS AND PLAYGROUNDS 



253 



change all at once from wearing very high heels to the medium low, for the 
reason that the calf muscles must be gradually lengthened. 

Correct Shoes. 

1. Correctly made shoes should have medium low, broad heels. 

2. The soles and uppers should be soft and flexible enough to permit of 
perfect freedom for all the toe movements and circulation of the blood should 
be free to every portion of the foot. 

3. The soles of the shoes should be as wide at all points as the soles of the 

feet. 

4. The shape of the sole of the shoe should be such that a line drawn from 
the center of the great toes should, if extended toward the heel, touch that por- 
tion of the shoe on the inner side. 

(See the following figure.) 
5. The heel of the shoe should grip firmly the heel of the foot. 
People suffering from Flat Foot should have the feet 
cared for as early as the trouble is discovered, and if neces- 
sary, the services of an orthopedic surgeon should be secured. 

Children and adults, particularly women, should sit as 
much as possible. It is a mistaken idea which many teachers 
have that they must stand constantly before their classes. 

Never be guilty of making children stand in the corner of 
the schoolroom, or anywhere for that matter, as a punishment. 
Find some other method of correction. 

Parents should first, last and always insist upon their 
children wearing shoes that are correctly built. 

DEFECTS OF THE NOSE, THROAT AND EARS. 

Lymphoid Tissue. Lymphoid tissue is composed of tiny, thread-like 
fibres and countless small, round cells. These fibres extend in all directions and 
form a web which entangles and securely holds within, the millions of little 
cells. Through the walls of the capillaries the lymph filters into the fibrous 
tissue, where it bathes and nourishes the living cells. While performing this 
function the lymph also takes up the waste products and germs that happen 
to be in the tissue, but before the lymph returns to the veins and passes on into 
the heart, from which organ it is sent all over the body, it is very important 
that the germs be destroyed. 

Here a wise provision has been made by nature and the web-like, fibrous 
threads act as a filter which sifts and holds the germs, where they are de- 
stroyed by the white blood corpuscles, or leucocytes. 

Lymphatic Glands Overpowered. We find these lymphatic glands located 
in various portions of the body, where there is the most danger from infection 
by germs, however, should the invading, dangerous army prove too great and 
overpowering for the white blood corpuscles to annihilate, the natural result 
follows. The tissue becomes enlarged, diseased and in many cases loses its 
usefulness. 




254 



PHYSICAL EDUCATION COMPLETE 



Tonsils. ' In the nose and throat we find masses of lymphoid tissue, which 
are commonly spoken of as tonsils. In the throat there are two, one at each 
side of the base of the tongue, and in the upper part of the throat, directly 
back of the soft palate, on the far side of the throat, we find the third tonsil, 
called Luschka's Tonsil. 

Adenoids. As long as this third tonsil remains in a healthful condition 
it causes no trouble or disturbance in the nasal passages, but when it becomes 
overpowered by invasions of germs, becomes swollen, diseased and covered 




A VERTICAL SECTION OF NOSE, MOUTH AND THROAT 
Showing: the Location of Adenoids 

Note. — With the adenoids removed, the opening to the Eustachian Tube 
would show about opposite the letter "A." 



with pus, we have a condition which is known as Adenoids. If the trouble is; 
soon removed, and the operation is a very simple one, we are told, the healing 
takes place quickly and there is no further annoyance, however, if the inflam- 
matory condition remains, a permanent growth results. This growth in chil- 
dren feels soft and flabby to the finger inserted in the throat, and may be 
likened to a cluster of grape-like, movable particles of tissue, which is very 
vascular and bleeds easily when touched by any foreign object. In more ma- 
ture people it grows harder and requires more of an effort to remove it. 

Functions of the Nose. 1. Sense of smell. 2. To equalize the tempera- 
ture of the air before it passes through the throat and into the lungs. 

3. To screen the dust and germs from the air as it is drawn into the nos- 
trils. This is accom^plished by means of the tiny hairs in the nasal passages, 
and the moisture given out by the glands which cover the inside of the nose. 

Sense of Smell Weakened. The mucus and pus, which is given out by the 
diseased lymphoid tissue, finds its way into the child's stomach, unless he is 
taught the proper thing — to clear his throat of the vileness^ — and a large por- 
tion of it finds its way into the nasal passages, where it presents a most dis- 
agreeable sight and tends greatly to destroy the sense of smell, which is lo- 
cated in the mucous membrane of the nose. 



FOR SCHOOLS AND PLAYGROUNDS 



255 



Nasal Obstructions. The nasal passages may be closed by the existence 
of one or more of the following conditions: 

1. Cold in the head. 

2. Chronic catarrh. 

3. An improperly shaped septum (usually the result of adenoids). 

4. Spurs or growths on the septum. 

5. Diseased and enlarged turbinates. 

6. Adenoids. 

Adenoids may not be present at all, however, if there is trouble from any 
of these other sources, the child frequently becomes a ''mouth breather," be- 
cause the natural and correct way is partially or totally closed, therefore the 
functions of the nose are performed by the mouth and trouble ensues. Cold 
air is taken into the lungs, the air is not screened of dust and germs, the vital- 
ity of the parts used is weakened and the danger to the child's health is con- 
stantly increased by frequent attacks of tonsilitis and bronchitis. It is 
therefore very important that a child suspected of having adenoids should 
receive a thorough nose and throat examination and if found to exist the 
trouble should be removed at once. 

Results of Adenoids. 

1. Snoring and disturbed sleep. 

2. High, arched palate, narrow jaw, crooked and prominent upper teeth, 
pale, long face, pinched look to the nose and dull, lifeless expression. 

3. Underdeveloped body, narrow and contracted chest. 

4. Dead, hollow voice. M pronounced as ''eb" and n as "ed. " 

5. Deafness, earache and slow mentality. 

Snoring and Disturbed Sleep. During the day there is perhaps not so 
much difficulty in procuring a portion of the necessary air through the nose, 
but gradually the lymphoid tissue grows larger and in expanding closes the 
nasal passages completely, which causes the child now to secure all the air, 
day and night, through the mouth. At night he snores and his sleep is dis- 
turbed, w^hile in some cases much suffering is caused by bad dreams which 
awaken the child with ''night terrors." Think of the little tired body making 
a brave attempt the next day to do what his teacher requires when he ought 
to be catching up on the sleep and rest he has been compelled to lose. 

High, Arched Palate, Narrow Jaw and Prominent Teeth. A double duty 
is now given the mouth to perform. The constant drawing in of the air- 
through the mouth, combined with the heavy suction that takes place in mas- 
tication and preparation of food for the stomach, causes a bulging upward of 
the hard palate, which in turn pushes the septum, or nasal partition, out of 
alignment. The hard palate, quite soft and pliable in little people, becomes 
still more arched, the jaw narrows and the upper teeth become crooked and 
prominent. The mouth cavity grows long vertically instead of horizontally, 
as nature intended it should, with the result that we get the characteristic ade- 
noid face, long and pale, undeveloped, small nostrils with pinched look at the 
sides of the nose, short upper lip and drooping inner angle of the eyes. 



256 



PHYSICAL EDUCATION COMPLETE 



Underdeveloped Body, etc. The sense of smell depends upon a healthy- 
condition of the mucous membrane of the nose and when that is interfered 
with our sense of smell is lessened and perhaps lost for the time being. We 
have all experienced this temporary loss and with it has disappeared the 
sense of taste, which is so closely related to the sense of smell. We are 
told that ' ' the sense of taste is two-thirds dependent upon the sense of smell. ' ' 
Now appetite depends upon smell and taste for its stimulation and with these 
two senses impaired, perhaps lost, digestion is interfered with, the desire for 
food is often gone and what little is taken does practically no good whatever. 
The result is an underdeveloped physique, and muscles which lack sufficient 
life and strength to support the body properly, thus allowing it to become an 
easy prey to curvatures and deformities. The child stands around on the play- 
ground, listlessly watching the others engaged in their fun and games, with 
no strength, hence no desire, to join in the activities that every child should 
enjoy. 

Dead, Hollow Voice. The voice loses its quality and ring — its resonance. 
It sounds thick and dead. There is no life or snap to it and it expresses very 
well the condition of the whole child. 

Deafness. One of the greatest dangers to a child, which is a direct result of 
adenoids, is deafness. We all know that the ears are very closely connected with 
the back part of the nasal cavity by what is known as the Eustachian Tube. (See 
figure at the beginning of this article. Imagine the adenoids removed, when 
the opening of the tube could be seen on the far side, in the nasal wall.) The 
duty this tube has to perform is to supply the middle ear with air from the 
throat. In the middle ear we find a chain of three small bones connected, and 
firmly secured to the outer and inner wall, thus forming a span or bridge 
across the cavity. From the inner wall nerves connect the ear with the brain. 
Sound waves play upon the ear drum, the vibrations of which are sent across 
by the bridge of bones and air in the middle ear to the inner wall. From this 
point the sensitive nerve fibre terminations carry the sound waves to the 
brain. The ability of the Eustachian Tube to properly perform its function 
depends upon whether or not the opening into the back part of the nasal cav- 
ity is free from obstructions. 

We find that Adenoids do not follow a symmetrical line of growth. Some- 
times they lop more toward one side than the other, thus leaving the hearing 
perfectly normal in the unobstructed ear, while again both openings may be 
interfered with by the growth. When these conditions exist and air is ex- 
cluded from the middle ear, the Eustachian Tube withers, to a certain extent, 
by lack of use, and the chain of bones is left to perform its half of the duty of 
transmitting the sound waves, while the air necessary to do the rest is miss- 
ing, thus producing partial deafness. 

Earache and Ear Discharges. Lymphoid tissue that is diseased forms a 
perfect storage plant for germs of all kinds which happen to be taken into the 
air passages. The two throat tonsils are often found to be diseased, enlarged 
and filled with crypts wherein germs find splendid breeding places. It is. 



FOR SCHOOLS AND PLAYGROUNDS 



257 



therefore, necessary that tonsils which are not perfectly healthy should be 
given thorough treatment until they have once more reached their normal 
state. Many physicians advise their complete removal, at once, while others 
prefer to wait until an honest effort has been made to save them. The tonsils 
in the lower and adenoids in the upper throat affect the hearing also. The 
germs that lodge and breed in these storage houses often find their way up 
into the Eustachian Tube and continue into the middle ear, w^here they set up 
an inflammatory condition which causes great pain and suffering. Finally the 
abscess breaks and the pus is scattered. It may become absorbed or it may 
pass on into the mastoid process, which produces a very serious condition. 
From the mastoid process there is the chance of an abscess making its entr}^ 
into the skull cavity, which produces death, or the pus may rupture the drum- 
head and drain away through the outer ear. No matter which way it chooses 
for escape, ear discharges are extremely dangerous and should not be neg- 
lected. Teachers have such an opportunity to note the evil results produced 
by the continual presence of ear abscesses. A long history of earaches, run- 
ning ears — then partial, or almost, and sometimes total deafness sets in. 

Slow Mentality. Not all teachers take the trouble to ascertain the physi- 
cal condition of the children who sit, day after day, before them, however, it 
is good to note that these teachers are fast becoming the exception. All chil- 
dren Avho progress slowly in their school work should be given a most thor- 
ough and painstaking examination by the teacher. Many a child, partially 
deaf, is nagged, scolded, called dull and stupid and w^hose little life is made 
perfectly miserable when in reality the chances are that that child possesses 
a keen, bright mind if the teacher would take the trouble to find it out. Be- 
cause of his failure to hear all that is said, all that goes on in the class room, 
and because of the teacher's indifference or ignorance he naturally falls be- 
hind in the work, becomes a class room drag and finally one of the pitiful left- 
overs who leaves the scenes of his misery as soon as he possibly can (satisfied 
with his scanty bit of education), because he can now place himself beyond the 
reach of a nagging, scolding teacher. 

We find children as Avell as "grown-ups" who are sensitive regarding 
their deafness and rather than have attention called to it will create a shell 
about themselves and suffer in silence, lose faith in humanit}^ and all hope 
and happiness. Fortunately all do not develop such an unhappy life, but w^e 
cannot afford to have any child made miserable and it is so easy to help these 
little people into the sunshine if we will only think so. 

A teacher should ever be on the watch and thoroughh^ alive to the exist- 
ence of all defects in children and having discovered trouble, make every pos- 
sible effort to have it overcome. One of the simple causes of deafness in chil- 
dren, and older people too, for that mater, is hardening of wax in the ear. It 
has been known to form a good sized wad or plug close against the ear drum, 
which causes partial and sometimes complete deafness. Once discovered, its 
removal by a physician is a simple matter, and think of the joy to the suf- 
ferer! Teachers should learn to recognize physical defects early and if neces- 



258 PHYSICAL EDUCATION COMPLETE 1 

sary teach the parents the dangers of them if not eared for while children are 
young. 

Is it any wonder that children who have adenoids have a stupid expres- 
sion? If we fill our own ears with cotton and then try to take part in the con- 
versation that is going on about us we feel very helpless and realize how truly 
stupid we, too^ look in our endeavors to understand. Keep this little experi- 
ment in mind and have patience with your "stupid" pupils. 

Unfortunately there are parents and, even to-day, a few physcians who 
say that children will outgrow adenoids and having done so will be perfectly 
healthy again. We are told by reputable physicians that at the age of puberty 
adenoids do have a tendency to become absorbed, but with them their train of 
evil effects do not disappear and many a case of deafness in older people has 
been traced to adenoids in childhood. 

(Acknowledgment is made to North Carolina Board of Health Bulletin, 1910.) 

DEFECTIVE EYES. 

When one notes the great number of people who are to-day wearing 
glasses it is easy to believe that defective eyesight is very common and we feel 
that a great percentage of people have come to realize that much discomfort, 
pain and possibly loss of sight can be saved by giving the eyes proper atten- 
tion and care. In spite of the fact that this great gain is now on the correct 
side of the line the fact remains that there is still a great percentage of human 
beings whose eyes need attention. 

Many bodily ailments are being constantly traced to defective eyesight. 
The muscular effort necessary to secure the correct focus and the blurred 
image on the retina causes- extreme nervousness and seriously affects the 
nerves in many parts of the body. 

Children should have their eyes tested during the first two weeks of school 
and should be seated according to the results of the examinations. As early as 
possible the matter should be taken up with the parents or guardians and the 
eyes given a thorough examination by a competent, honest oculist. 

It is not necessary that a teacher vmderstand, thoroughly, the subject of 
eye-testing in order to help the little people in her care. At a small cost Snel- 
len's Eye Charts and Green's Astigmatic Lines may be purchased from most 
any optician, when the test suggested in the early part of this chapter is suf- 
ficient for a teacher to make. It will tell her all she needs to know. It is her 
duty then to take the matter up at once with the parents and urge them to 
have a thorough examination made. 

A teacher has a perfect right to be suspicious of every case of red, sore 
eyes, for many such cases are contagious and should receive the attention of 
a physician. Until teachers have the assurance that cases of sore eyes are 
harmless they should request children to remain at home. In such matters 
a physician's certificate should be required and the opinion of neighbors or 
parents should not be solicited by any teacher. 

Children suffering from defective vision are very apt to have one or more 
of the following symptoms : 



FOR SCHOOLS AND PLAYGROUNDS 



259 



1. Frequent headaches. 

2. The work is held either very close or very far from the eyes. (About 
fourteen inches is correct.) 

3. Attempts to shade eyes with hand. 

4. Hairless eyelids. (No protection from the light is afforded.) 

5. Confused feelings in the head. 

6. Often blinking the eyes in rapid succession. 

7. Squinting. 

8. Crossed-eye. 

9. Frequent styes on the eyes. 

10. Inflamed, sore eyes, caused by excessive eye-strain. 

11. Inability to read the work on a blackboard. 

Cross Eyes should receive early attention. Sight will diminish at an early 
age unless the eyes are properly cared for by an oculist. Glasses often help 
such cases very materially and we are told they should be given a fair trial 
before an operation is performed. 

Near Sight. The eye ball is too long from front to back and the object is 
thrown in front of the retina, the retinal image is blurred and such an eye can- 
not see distant objects plainly. 

Far Sight. The eye ball is too short from front to back, the object is 
thrown behind the retina, and such an eye cannot see close objects plainl}^ 

Astigmatism. The curvature of the cornea, and sometimes the lens, is 
irregular in shape. 

A person suffering from near sight has to content himself with a very lim- 
ited range of vision, while those who possess the defects of Far Sight and 
Astigmatism suffer from eye strain, headaches, nervousness, sometimes dis- 
orders of digestion, blurred vision, backwardness in studies and many ail- 
ments of which we, as teachers, know nothing. 

DEFECTIVE TEETH. 

Any teacher who will take the trouble to make even a superficial exami- 
nation of the teeth of the children who daily sit in her school room will find 
it easy to believe that "from fifty to ninety per cent of the school children of 
to-day possess defective teeth." 

Digestion, we know, begins in the mouth and upon the thorough mastica- 
tion of the food by the teeth, depends the comfort and ease with which the 
stomach, aided by its juices, performs its function. If the proper grinding of 
the food is not done in the mouth it must be done by the stomach and nature 
never intended that the teeth should shirk their duty. 

When mouths are not thoroughly cleansed after eating^ bits of food lodge 
between the teeth and cling to their surfaces. In a short time a decaying pro- 
cess sets in which develops troubles of various kinds. The decaj^ed material 
is mixed with the clean food as it is taken into the mouth and together this 
mixture is sent to the stomach, where it sets up a systemic poisoning which 
produces dyspepsia, more commonly spoken of as indigestion. When this hap- 
pens the food that is eaten produces little or no value to the body. 



260 



PHYSICAL EDUCATION COMPLETE 



Germs of all kinds are housed in and around the teeth that are not 
cleansed very frequently. Cavities of the teeth are often filled with decayed 
food and dangerous bacteria Avhich are ever ready to sap the child's strength. 
Teeth that are decayed are the means of causing children to "bolt" their 
food — to swallow it without any attempt at mastication. Should they try to 
grind the food, portions are pressed into the cavities, the exposed nerves set 
up an ache and children soon learn to favor their defective teeth and we find 
mastication is interfered with once more. A poorly nourished body is the result. 

Poorly kept teeth not only present an unsightly, repulsive appearance 
but are responsible, many times, for foul and exceedingly disagreeable 
breaths. Catarrh produces much the same effect but in most every case we 
can trace the cause to a filthy mouth. Such mouths should not be tolerated 
in a school room any more than soiled hands or clothing. 

Parents should make every effort to have the temporary, or first set, cared 
for as carefully as the second. The strength, health and life of the second set 
often depend upon the care given the first. Not all parents understand the 
amount of harm that can be done by neglecting the teeth of their children, and 
here, again, the teacher finds it necessary to instruct them as well as the little 
people. 

A dentist should be consulted when a child is found who has : 



Children should be taught to cleanse the teeth after each meal, BEFORE 
going to bed and as SOON AS THEY GET UP IN THE MORNING. 
Dr. Charles G. Stockton in Pyle's Personal Hygiene says: 
"Twice each week all the exposed surfaces of the teeth should be care- 
fully gone over, and, with the assistance of the tooth-powder, carefully rubbed 
with a narrow, chisel-like piece of wood that is hard and fine-grained in tex- 
ture, such as orange Avood, so as to smooth away all roughness and inequali- 
ties. This puts a smooth polish on the teeth and renders their subsequent 
cleansing by means of the tooth brush, a comparatively simple matter. If this 
rule were applied in the care of children's teeth, the work of the dentists 
would be greatly restricted." 



All teachers should make themselves familiar with the earl}^ signs and 
symptoms of the contagious diseases. Time was when the idea prevailed, gen- 
erally, that it was the proper thing to willfully expose children to the long list 
of "Children's Diseases" and many a little life was, consequently, pitifully 
sacrificed. Fortunately to-day that foolish idea is almost a thing of the past 
and the great majority of parents and teachers are making every possible 
effort to spare the children the suffering that was, not many years ago, forced 
upon them in a number of cases. 



1. Decayed teeth. 

2. Unclean teeth. 



6. Broken teeth. 

7. Crooked teeth. 

8. Enlarged neck glands. 

9. Protruding upper teeth. 



3. Offensive breath. 

4. Sore gums. 

5. "Gum boils." 



CONTAGIOUS DISEASES. 



FOR SCHOOLS AND PLAYGROUNDS 



261 



Whenever a suspicious case is found to exist in a school, the child should 
be sent to his home at once, and should not be permitted to take his place in 
the school room again until satisfactory evidence is produced to show that the 
health of the other children will not be endangered. 

That teachers may learn to detect the early signs and symtoms of Conta- 
gious Diseases the main features of the several diseases are here presented. 

CHICKEN POX. 

This disease is highly contagious and one attack usually protects from 
all subsequent ones. 

Incubation Period. From thirteen to seventeen days. 

Early Signs and Symptoms. As a rule the first symptom to appear is the 
rash, though a slight fever and indisposition may have existed without the pa- 
tient realizing it. The rash comes out on the second day, and makes its ap- 
pearance in successive lots or crops. As one lot heals another appears. Rash 
is first seen on the head and spreads over the entire body. It comes as small 
eruptions first, which then fill with a Avatery fluid and some of them finally 
become pustules. Wherever a pustule was present a pit forms because of the 
scab that leaves the indentation. Otherwise after the rash has disappeared 
the skin is left in good condition. 

Method of Infection. Poison is given off from the surface of the body, 
most likely from the watery eruptions and pustules. 

Quarantine. The period of quarantine should be observed for at least two 
weeks and children should not be allowed to return to school until all the 
scabs have thoroughly healed. Teachers should examine the head thoroughly 
for scabs that are not healed. 

Remarks. Not dangerous to any except very delicate children. 

DIPHTHERIA. 

This is a most acute contagious disease and one attack does not protect 
a person from experiencing subsequent ones. 
Incubation Period. From two to ten days. 

Early Signs and Symptoms. Usually begins with a chill or "chilly sen- 
sations up and down the spine." There is fever, headache, vomiting, diar- 
rhoea, sore throat, swelling of the glands in the neck at the angle of the jaw 
and if the throat is examined, white, gray, yellow or black patches may be 
seen, either continuous or with clean spaces of membrane between them. There 
is such a variety to the color of these spots of false membrane that anything in 
the way of a spot in the throat justifies a person in feeling anxious and sus- 
picious. This false membrane may make its first appearance in the nasal 
cavity or upper part of the throat, w^here it cannot be seen, the majority of 
the symptoms above named may be absent, while the germ continues to pro- 
duce more false membrane and so gains a strong foothold before the danger is 
realized. Again it may first attack the larynx, when croup symptoms are pres- 
ent. Some cases prove fatal when the disease had a very mild commencement. 

Method of Infection. The bacillus lives in the false membrane and is 



262 



PHYSICAL EDUCATION COMPLETE 



given off by the discharges from the nose and throat. We are told that diph- 
theretic germs live for some tim'e in the throat of a patient after all signs and 
symptoms of the disease have disappeared. The infection may be carried in 
clothing, books, toys or by household pets that are allowed in the sick room. 

Quarantine. A strict quarantine, covering a period of from four to six 
weeks should be observed or until no germs are found in the cultures taken 
from the patient's throat. 

Remarks. Fatal often during the disease and from after effects. A very 
dangerous and justly dreaded disease. 

ERYSIPELAS. 

This is an acute contagious disease and one attack does not protect a 
person from subsequent attacks. 

Incubation Period. From three to seven days. 

Early Signs and Symptoms. Onset of the disease apt to be rather sudden. 
There is a chill followed by fever, headache, no appetite and prostration. It is 
frequently ushered in by a general convulsion. Thick rash appears, the skin 
thickens and formes a ridge or welt. It spreads each day and as it does so the 
fever and chill are repeated slightly. The rash may cover the entire body. 
Creases in the skin, hair lines or ridges formed by bones frequently are the 
means of checking the disease. 

Method of Infection. Is communicated by a germ which gets into the 
body through a cut or wound. Oftentimes the wound is so small as to be over- 
looked as a port of entry. 

Quarantine. A quarantine period should be of sufficient duration to per- 
mit of a complete, clean recovery. 

Remarks. The disease is more apt to be fatal in young children, while 
death frequently claims those of more mature years. 

GERMAN MEASLES. 

This is a contagious disease of a more mild type. Adults are quite sus- 
ceptible to it as well as children and while one attack makes for immunity, it 
does not protect a person from an attack of Measles or Scarlet Fever. 

Incubation Period. From seven to twentj^-one days, though most likely 
to be fourteen days. 

Early Signs and Symptoms. Slightly feverish, ''feel mean," slight head- 
ache and sore throat. These symptoms are usually of so light a nature that the 
first thing noted is the rash, which has somewhat the appearance of Measles 
or possibly Scarlet Fever. Most always there is a moderate swelling of the 
glands in the back of the neck. The rash lasts from two to three days, when it 
rapidly fades away. 

Method of Infection. Coughing, nasal and mouth discharges. 

Quarantine. The quarantine period should be fully three weeks, with a 
recommended period of exclusion from school of from three to four weeks. 

Remarks. Not dangerous and after effects slight. 



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263 



LA GRIPPE. 

A highly contagious disease. One attack does not prevent a person from 
having others. 

Incubation Period. Supposed to be from a few hours to three or four days. 

Early Signs and Symptoms. Often begins with intense pains in the back 
and limbs, accompanied by fever, which frequently ranges from 100° to 104°. 
There is severe headache and great prostration. The eyes are watery and the 
nose runs. A cough also develops. 

Method of Infection. Discharges from nose and throat. 

Quarantine. A quarantine period of at least two weeks should be ob- 
served and children should remain away from school for about three weeks. 

Remarks. Fcav people realize the severity of the disease and conse- 
quently deny themselves the proper medical attention and care. The after 
effects are often serious, while in some instances the patient never regains 
normal health and strength. Tuberculosis, previously dormant, often devel- 
ops. Complications to be feared are pneumonia, middle ear trouble resulting 
in deafness, and inflammation of the lymph-glands of the neck. 

MEASLES. 

This is an acute contagious disease. One attack usually protects a person 
from a second one. 

Incubation Period. From ten to fourteen days. 

Early Signs and Symptoms. Chilly sensations, fever, headache, vomiting 
and prostration. All the sj^mptoms of a nasal cold are present such as in- 
flamed, watery eyes, sneezing and running nose, hoarseness and sore throat. 
If the mouth is examined, small red spots, set off by themselves, are often 
seen on the hard palate and bluish-white ones opposite the molars on the inside 
of cheeks. About the third or fourth day the rash appears at the edge of 
scalp, on the forehead and face and spreads downward, finally covering the 
entire body. These patches of tiny eruptions often take on a crescentic forma- 
tion and are not often elevated very high above the skin's surface. 

Method of Infection. Coughing, nasal and mouth discharges and dis- 
charges from the surface of the body. The germs are said to float in the air. 

Quarantine. The quarantine period should be all of three wrecks, with a 
recommended period of exclusion from school of from four to five wrecks. 

Remarks. Eyesight apt to be seriously impaired if the room is not kept 
dark and eyes rested during the illness. Death usually results from compli- 
cating broncho-pneumonia. A disease not to be treated lightly. 

MUMPS. 

This is another of the highly contagious diseases. One attack prevents 
a recurrence. 

Incubation Period. From fourteen to twenty-one days. 

Early Signs and Symptoms. Onset may be sudden, beginning with fever, 
headache, loss of appetite, nausea, vomiting and prostration. Pain is felt in 
the glands of the cheeks a little below the ear, and sometimes those under the 




264 PHYSICAL EDUCATION COMPLETE 

jaw are involved. The jaws are moved with effort and the saliva becomes 
thick and sticky. Anything sour taken in the mouth causes increased pain in 
the glands. 

Method of Infection. Coughing and all discharges from the nose and mouth. 
Quarantine. Period of quarantine should be observed three to four weeks. 
Remarks. Not considered dangerous. 

SMALL POX. 

This disease is highly contagious. One attack regularly protects a person 
from others. 

Incubation Period. From nine to fifteen days. 

Early Signs and Symptoms. The disease is usually ushered in with some 
severity. The child is very feverish, complains of nausea and severe pains in 
the back. About the third day the rash appears and, unlike that of Chicken 
Pox, makes its appearance all at once. The rash is about the size of small 
bird shot and is felt under the skin. It is first seen about the face and wrists 
and' then covers the entire body. In Small Pox the eruptions may be seen on 
the palms of the hands and soles of the feet, which is a condition not found in 
Chicken Pox. In two days the shot-like eruptions develop and produce blisters 
which in two more days produce a yellow matter which eventually dries, thus 
forming scabs, and in about two weeks the scabs dry up and drop off. 

Method of Infection. All bodily discharges, scabs and skin that may be shed. 

Quarantine. From two to four weeks quarantine period should be ob- 
served and no child should be allowed to return to school until all traces of 
scabs have disappeared. 

Remarks. Is gradually being controlled by means of vaccination, hence 
the death rate is very small in communities where such measures of preven- 
tion are observed. 

SCARLET FEVER. 

This disease is also known as Scarlatina and is highly contagious. One 
attack regularly protects from a recurrence. 

Incubation Period. From two to seven days, with an average of four. 

Early Signs and Symptoms. Characterized by the suddenness of the at- 
tack. There is fever, sore throat, vomiting, headache and severe prostration. 
Rash appears between one and three days. The tonsils, pharynx and hard 
palate are covered with tiny, fine red points very close together. The rash be- 
gins on the neck and upper part of chest then covers the entire bod}^, with the 
exception, usually, of the face. When the rash disappears the entire skin of 
the body peels off, not in small bran-like flakes as in Measles, but in large 
scales and strips as when the skin has been badly sun-burned. At first the 
tongue has a whitish coat which gives way to a bright red hue, caused by the 
many reddish elevations and which has given rise to the term in this disease, 
"Strawberry Tongue." 

Method of Infection. Coughing, nasal and mouth discharges and the 
pieces of skin that peel off the surface of the body. The disease is highly con- 
tagious during the entire time it runs. The germ is possessed of remarkable 



FOR SCHOOLS AND PLAYGROUNDS 265 

vitality and lives for a great length of time in the bedding, clothing, drajjeries 
and in the hair of household pets. 

Quarantine. The quarantine period should be fully two weeks, with a 
recommended period of exclusion from school of from seven to eight weeks, or 
until all scaling has ceased. The disease is contagious as long as there is any 
scaling from any part of the body. This process lasts the longest on the palms 
of the hands and soles of the feet, where the skin is toughest and thickest. 

Remarks. Dangerous at all stages and after effects often most distress- 
ing. Complications usually set in which leave a train of serious effects in the 
ears, lungs and kidneys. There is more or less deafness, either partial or en- 
tire, and it is stated some cases become deaf mutes after the serious complica- 
tion of Otitis, or inflammation in the middle ear. 

The poison of the fever usually proves very dangerous to the kidneys and 
often causes death. 

Scarlet Fever is a disease which is justly feared and when it is known 
that cases exist in a community the teachers should be ever on the watch to 
detect the early signs and symptoms and every effort made to stamp it out. 

WHOOPING COUGH. 
This is one of the contagious diseases and attacks children more fre- 
quently than adults. One siege regularly prevents a subsequent one. 
Incubation Period. From seven to fourteen days. 

Early Signs and Symptoms. Begins with catarrhal symptoms which last 
from ten days to two weeks. In connection with this stage there is a cough which 
grows steadily worse during these two weeks. There is usually very little dis- 
tress or feeling of prostration. All symptoms are apt to be slight during the in- 
vasion period. The cough now comes in paroxj^sms, which last for some few 
seconds. Frequently the child holds his breath, becomes blue in the face and 
one has the feeling that the patient is about to suffocate, when with a violent 
effort a long deep breath is taken which causes the child to give out a sound 
that resembles the word ' ^ whoop, ' ' when usually some mucus is discharged or 
vomiting is caused which terminates the paroxysm for another while. 

Method of Infection. Coughing, throat and nasal discharges. Germs 
float in the air and are easily inhaled. 

Quarantine. Quarantine should be observed for three weeks. The period 
of infection is from the beginning of the catarrhal stage and leasts two or three 
weeks after the coughing has ceased. 

Remarks. Most cases are from May to November. Extrem'ely fatal in 
very young children. Broncho-pneumonia is to be feared in young children. 
Older ones are very apt to lose flesh and strength because of the excessive 
vomiting. It is not considered dangerous with children after four years of age. 

CONTAGIOUS EYE AND SKIN DISEASES. 

Teachers should ever be watchful for contagious eye and skin diseases. It 
is not an easy matter for the untrained to make a correct diagnosis but the 
presence of pus in the corners of the eyes, sticky lashes and a tendency of the 



266 



PHYSICAL EDUCATION COMPLETE 



lids to become giued together, watery, ''teary" or inflamed eyes or skin that 
shows a diseased condition to be present, give just causes for suspicion. When- 
ever a suspicious case occurs in a school the teacher should not hesitate to send 
the child home as soon as observed. Before re-admitting to the school play- 
ground or class room a certificate from a physician should be demanded by the 
teacher. 

PINK EYE. 

This disease is often found to exist in school rooms and though not serious 
is very unpleasant while it lasts. 

Symptoms. Red eyes, both the "white" and lining of the lids. Scratchy 
sensation, as though the eyes were filled with dust. Child avoids light. Eyes are 
glued together in the morning and require a little bathing before the child can 
open them. During the day pus is seen in the corners of the eyes near the nose. 

DIPHTHERIA— OF THE EYES. 

This disease, we are told, does not often make its appearance, however it 
is dangerous when it does occur and should be reported immediately upon dis- 
covery. It is caused by the same diphtheretic germ that produces the disease 
in the nose and throat and if not checked at once will cause serious' epidemics. 

Symptoms. Eyes ache and feel sore. Eyes discharge a watery substance 
which soon changes to a thick heavy one. The typical grayish or dirty yel- 
lowish membrane forms on the lining of the eye-lids and is as difficult to re- 
move as the membrane that forms in the nose and throat when the disease 
attacks those parts. 

TRACHOMA. 

This disease is brought by immigrants and is the most dangerous of all 
the eye diseases as blindness often follows an attack. It is highly contagious. 
Schools located in the slums or foreign districts are most apt to be visited by 
the disease. 

Symptoms. Eyes water and the discharge is greatly induced by light. 
The chief symptom by which the disease is distinguished is the rough appear- 
ance of the eye ball and the presence of tiny sacs or kernels on the linings of 
the eye-lids. 

PEDICULOSIS. 

When children are found to have pediculosis they should be sent home 
with instructions to the parents that they are not to be permitted to re-enter 
school until all traces of the trouble have disappeared. If, after a reasonable 
length of time, they do not present themselves for re-admission the proper 
official should be notified of the case, when it is his or her duty to see that 
such children are made fit to return to school for regular class-room work. 

In some school districts, particularly those which care for the foreign ele- 
ment, the trouble is constant and most annoying, and there are teachers who 
prefer to administer the treatment themselves and thus save the child many 
days' absence from school. The easiest way to discover it is to search for the 
nits or eggs, which cling tightly to the hair. With boys, a close hair cut fol- 
lowed by a thorough cleansing of the scalp, is sufficient. For girls, comb the 



FOR SCHOOLS AND PLAYGROUNDS 



hair thoroughly with a fine-toothed comb dipped in vinegar or aleohoL This 
dissolves the eggs. Follow with a good shampoo. Tincture of larkspur 
(Poison) is highly recommended, but it should be used with great caution and 
according to a physician's directions. 

The habit that children sometimes form in play of changing hats should 
always be discouraged. Many a child of the most careful parents has con- 
tracted the trouble in this manner. 

SCABIES. 

This disease is commonly known as the itch, and is caused by an animal 
parasite. The female burrows under the skin in order to secure a place where 
she may lay her eggs. The male remains on the surface of the skin. The 
trouble usually begins on the hands and arms and may spread over the entire 
body except the face and scalp. A tiny reddened, irregular line may be first 
noted. Those affected scratch these tiny lines, for as the burrowing goes on an 
itching sensation is produced and very soon an infection of the skin is brought 
about by pus-producing germs making their way into the spots made raw by 
scratching. Sometimes sores of considerable size result. The disease is con- 
tagious, therefore all cases should be excluded from school until thoroughly 
cured. The trouble should receive medical attention, thus checking it in its 
early stages. IMPETIGO. 

This is another of the contagious skin diseases. It attacks children most 
frequently, and several in one family are apt to have the trouble at the same 
time. It often follows the itch, hives or any trouble in which the constant, severe 
scratching produces a pus infection. It is present most often on the hands, 
neck and face, and the sores may be found to be isolated or run together and 
form one large scab or crust which has a dirty brownish hue, with signs of pus 
around the edge of the scab. Often these crusts drop off before a complete 
healing has taken place, when a fresh lot may be started by "auto-inocula- 
tion." Children having impetigo should not be allowed in school until thor- 
oughly cured and the skin presents a smooth, clean appearance. 

These contagious eye and skin diseases are easily spread by use of the 
common roller towel or by the handling of common school books or tools. 

All teachers should learn to early form the habit of washing their hands 
several times a day in water that has been made antiseptic by ten or twelve 
drops of pure carbolic acid or a small portion of a bi-chloride of mercury tab- 
let. Both are poison, should be kept under lock and key and used with caution. 

Acknowledgment is made to: 

The Health Index of Children E. B. Hoag 

The Human Mechanism Hough and Sedgwick 

Diseases of Children Tvittle 

Diseases of Infancy and Childhood Holt 

Diseases of the Skin Liveing 

Personal Hygiene Pyle 

PULSE, TEMPERATURE AND RESPIRATION. 

Everyone should understand the three important signs. Pulse, Tempera- 
ture and Respiration, be able to recognize their deviation from normal and the 
meaning of those variations which are constantly occurring in the human body. 



268 PHYSICAL EDUCATION COMPLETE 



1 



THE PULSE. 

The heart contractions cause the blood to be forced into the arteries, 
whose walls are elastic and are therefore expanded or dilated by each heart 
contraction. It is this expansion that is known as ''the pulse." To intelli- 
gentl}" ascertain the pulse record we should be able to determine : 

1. The number of expansions, or beats. 

2. Whether rapid or slow. 

3. Whether full or weak. 

4. Whether regular or intermittent. 

In taking the pulse record certain things should be kept in mind, for in- 
stance — that excitement and exercise quicken the pulse and are not danger 
signs ; that the pulse beats faster in children than adults, in women than men 
and is affected by bodily positions. It is slower in sitting than standing, reclining^ 
than sitting, and is more apt to become slower in its beating while we sleep. 

To record the pulse, place the tips of the first and second fingers on the 
radial artery at the wrist or the temporal artery at a point directly in front of 
the ear. The count is usually taken for a half minute and multiplied by two. 

The pulse beat at 7 years is from 72 to 90 per minute. 

The pulse beat at 12 years is from 70 to 76 per minute. 

The pulse beat in early adult life is from 68 to 75 per minute. 

The pulse beat in late adult life is from; 65 to 70 per minute. 

TEMPERATUKE. 

The normal temperature of the body is spoken of as 98.6° F., but there is 
no such thing as a constant temperature, in the strict sense of the word, for the 
temperature of the body frequently varies in health, during the twenty-four 
hours, from 97.5° F. to 99.5° F., however, a sudden and very marked rise or 
fall of the temperature should be looked upon as a danger signal and usually 
indicates the necessit}" of prompt medical attention. 

The thermometer used for determining the body temperature should find 
a place in every home and school room. Both before and after using, the ther- 
mometer should be carefully washed with soap and water and made antiseptic 
by immersing in alcohol or a mediumly strong solution of carbolic acid. This 
is a most important point and should be carefully observed. 

RESPIRATION. 

The normal number of respirations is one to every four heart beats and in 
the adult ranges from 16 to 18 every minute. The best time to count the res- 
pirations is during sleep, as they are most apt to be normal then. In the school 
room it is most advisable, after having secured the confidence of the child, to 
place one's hand on his chest and count one for each breath that is taken. Of 
course any child who is suspected by the teacher of being ill should be exam- 
ined in a room away from the other children. 

(Acknowledgment is made to Dr. Walter Pyle's Personal Hygiene) 



FOR SCHOOLS AND PLAYGROUNDS 



269 



HELPFUL HINTS FOR TEACHERS. 

1. Abolish the common drinking cup and install sanitary drinking fountains. 

2. Abolish the roller tower. 

3. Avoid the common use of pens and pencils. 

4. Use a thin coat of oil or staining on school room floors, and for sweeping, a 
sanitary preparation of sawdust is best. 

5. Use dustless dusters and abolish the feather duster. 

6. Boards are best cleaned by using a piece of damp chamois skin. 

7. Use dustless crayons. 

8. Wipe out chalk tra3^s once each day with a damp cloth. 

9. Clean erasers thoroughly each day. 

10. Have school rooms disinfected four or five times a year. 

11. Library text books used by pupils should be kept covered during the period of 
use and freshly covered when re-issued. 

12. All school books should be burned that have been in homes where contagious 
diseases have existed. This is much safer than disinfecting them, 

13. Rooms should be thoroughly ventilated. Open the doors and windows often for 
a few moments during each day. Always open doors and windows at each recess 
and at least a portion of every noon period. 

14. Do not allow children to sit in draughts. 

15. Make every school room as full of the pure, sweet out-of-doors as you possibly 
can. 

16. Keep the temperature of the school room as near 69 in the Winter as you can. 

17. Desks should always be placed so that light falls on them from the left. 

18. Window shades should be in two sections to regulate the light. Olive green shades 
are recommended as the best to use. 

19. Make every school room attractive but do not overdo the decoration of it. 

20. Install adjustable desks and seats and see to it that they are adjusted to your 
pupils. 

21. Where there are no such seats and desks, use small footstools for children whose 
feet cannot rest flatly on the floor. 

22. Keep cloak rooms and toilets open CONSTANTLY to fresh air. 

23. Children who have defective vision or hearing should always be seated near the 
front. 

24. Demand immediate attention for children having pediculosis. 

25. Demand immediate attention for children having any skin diseases. 

26. Insist on sores being covered or bandaged. 

27. Exclude children in whose family a contagious disease exists. 

28. Require a physician's certificate for re-admission. 

29. Exclude children who have St. Vitus Dance or Epileptic Fits. 

30. Teach practical Ph^^siology and Hygiene. 

31. Work to secure individual cleanliness. 

32. Make a personal inspection of the children each morning, not forgetting their 
teeth. This can be done very quickh^ 

33. Liquid soap should be provided for all wash rooms. 

34. Outside doors to school houses and all public buildings should open outward. 

35. Entrances should be kept free from all obstructions at all times. 

36. Practice a fire drill. The larger the school the greater the need for this. 

37. Have all plumbing carefully watched. 

38. Do not allow toilets to remain out of order. 

39. If possible, arrange for a lunch room for those who must carry lunches. 

40. Teach the children to keep the grounds clear of all papers and refuse. 

41. Do not allow children to sit in wet shoes or clothes. 

42. Do not permit children to wear rubbers and overshoes during school hours. 



270 



PHYSICAL EDUCATION COMPLETE 



THE HEALTH OF THE TEACHER. 

In some communities, and great is their wisdom, every applicant for a 
position as teacher of school children is required to pass a medical examina- 
ton before an application is given any consideration. Speed the day v^hen 
every community, realizing the justice due the children, will fall into line and 
follow such splendid examples. 

Not only for the teacher's own sake but for the good of the pupils, a 
teacher should possess good health. Her heart and lungs should be free from 
organic disease, her eyes and ears should be free from an}^ serious defects, the 
body should be erect and free from spinal curvature or deformity of any kind 
whatsoever, she should possess a strong, healthy and well-balanced nervous 
system and she should be entirely free from all ''habit spasms" which are so 
easily imitated hy many children. 

A teacher suffering from tuberculosis in any form is a constant source of 
danger to the children entrusted to her care, yet there are such teachers who 
are employed by School Boards of to-day, regardless of the menace to the 
health of the children. In many cases absolutely no thought whatever is given 
to the health of the teacher, while the most painstaking efforts are made to 
protect the pupils in times of epidemics, ignoring ever and always the daily 
menace in the school room^ — the tubercular teacher. Such a teacher should 
never be employed and if School Boards would take a firm stand against it it 
would be the kindest and wisest thing for all concerned. The teacher would 
secure other means of support, possibly less confining and "nerve-racking," 
and not less in importance — the children would not be exposed to the dangers 
of this justly dreaded disease. 

Dr. E. B. Hoag in his Health Index of Children says: 

"Of all physical disorders, nervousness in its various phases is probably 
the one of greatest importance among teachers. Public school teaching is of 
necessity (according to our present rather irrational system) a nerve-racking 
occupation, even to those teachers who begin work with well-balanced nervous 
organizations. What may we expect then of those individuals who never have 
possessed much nervous stability?" 

Many teachers are constant sufferers from headaches, which in many 
cases have been traced to severe eye strain. There is pain and continued nerv- 
ousness and a feeling of being at outs with themselves and everybody else. 
Everything seems to be on the bias. Often such teachers do not realize the 
cause of their suffering and go on teaching year after year, with the suffer- 
ing certainly growing no less, when properlj^ fitted glasses would make the 
world look brighter and happier as the pain and nervousness would fade away 
in a short space of time. No one attempts to blame people for being possessed 
of eyes that cause such troubles but they certainly may be justly blamed for 
neglecting to have their eyes given the proper attention, thus eliminating that 
which makes for a disagreeable, nagging teacher and unpleasant companion 
for her friends. 



FOR SCHOOLS AND PLAYGROUNDS 



271 



A disagreeable, irritable, nagging-, nervous disposition sliould find no 
place in any school room and a person of this sort who persists in teaching 
young chldren, simply as a means of livelihood, shoukl be dismissed from 
service as soon as the true self is revealed. Children are often called upon in 
their own homes to bear trouble, sorrow and gloom and it is stricth" the duty 
of every School Board to provide teachers who will insure, by their own 
cheerful, happy dispositions, happiness and sunshine to the children in their 
community. 

If the health of the teacher is such as to cause her continual pain and 
suffering she should certainly not attempt to earn her living in the school 
room where her disposition, possibly developed l>^v pain, will blight the lives 
of her pupils. Little children and young people require all the happiness that 
we can possibly give them. They need teachers Avho possess cheerful, happy 
dispositions, those who prove by their daily lives in the school room that they 
are happy, sunny leaders who do everything possible for the good and happi- 
ness of those about them. 

The never-at-rest, overly-active or the effervescent, bubbling, coddling 
teacher owes it to herself and the children to OVERCOME SUCH A DISPO- 
SITION. To visit such a school room gives one food for very serious thought. 
The damage to the disposition and nature of the teacher herself is the very 
least in importance. The effect produced on the children is what makes one. 
think long and earnestly and one is not surprised that pupils who live in such 
a school environment are troublesome, restless and nervous beings. 

A teacher should safeguard her own health above all things. AA^ith health 
given us no work is too great to be undertaken and while we cannot escape 
fatigue at times, even when we are considered well, a night's rest should make 
us fresh and ready for the work of the coming day. One of the easiest ways 
in which a teacher can undermine her health is to wear damp or wet clothing 
in the school room. During rainy weather an extra suit, shoes and stocking*s 
should be kept at school in case of need. Frecjuent colds often develop serious 
troubles and as one can learn to live to avoid colds, the experiment is cer- 
tainly worth trying. The daily cold shower bath for those who are able to 
take it, is strongly advised, as this sort of bathing teaches the small blood 
vessels of the skin to react properl}' and promptly to outside influences. Some 
physicians recommend the use of the same weight of underclothing to be worn 
all the year round. AA'hen the weather requires it the outside clothing should 
be of the heavier variety. One physician expresses it very nicely when he sa^^s : 
''We sleep betw^een sheets all the year, the supply of bed clothing only being 
decreased or increased as the seasons change, and so it should be in our dress." 

Taking it all in all, it seems to me that the ideal life is — to be able to sleep 
out-of-doors, bathe daily, to have sufficient plain, well-cooked, Avholesome 
food, plenty of sunshine, fresh air and exercise, to be sufficiently independent 
of "fashion" to dress with comfort always, to have plenty of good, honest, 
happy work Avith frequent trips into the healthful open country, because — • 
these things all make for vitality, forceful personality and health, and the 
ability to do the things which are of most worth. 



272 



PHYSICAL EDUCATION COMPLETE 



BIBLIOGRAPHY. 



A. B. C. of Swedish Gymnastics Nissen 

A Bibliography of Children's Reading - Baker 

American Red Cross Abridged Text Book on First Aid Lynch 

Anthropometry and Physical Diagnosis Seaver 

Applied Anatomy Davis 

Childhood of Religion Clodd 

Childhood of the World Clodd 

Chips from a German Work Shop Mueller 

Civics and Health Allen 

Diseases of Children Tuttle 

Diseases of Infancy and Childhood Holt 

Diseases of the Skin Liveing 

Emergencies McKenzie 

Exercise in Education and Medicine McKenzie 

Games for the Playground, Home, School and Gymnasium Bancroft 

Gray's Anatomy Gray 

Gulick Hygiene Series Gulick 

Health Index of Children Hoag 

How to Tell Stories to Children Bryant 

Hygiene of the School Room Barry 

Indoor and Outdoor Gymnastic Games Spalding 

Lateral Curvature of the Spine Lovett 

Lessons in Elementary Physiology Huxley 

Literature and Life in School Colby 

Medical and Orthopedic Gymnastics Wide 

Medical Inspection of Schools Hogarth 

Normal Course in Plaj^ National Playground and Recreative Ass'n. of America 

North Carolina Board of Health Bulletin, 1910, Sept. 

One Hundred Fifty Games Wellesley College 

Personal Hygiene Pyle 

Play of Man Groos 

Power Through Repose Call 

Primer of Hygiene Ritchie 

Primer of Sanitation Richie 

Progressive Gymnastic Days Orders Enebuske 

Psychology (Briefer Course) James 

Stories and Story Telling ..Keyes 

Stories and Story Telling St. John 

Surgical Clinics Murphy 

Talks to Teachers James 

The Body at Work Jewitt 

The Efficient Life Gulick 

The Growth of the Brain Donaldson 

The Healthful Art of Dancing Gulick 

The Human Mechanism Hough and Sedgwick 

The Mind and Its Education Betts 

The Posture of School Children Bancroft 



